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All Journal AlphaMath: Journal of Mathematics Education DWIJA CENDEKIA: Jurnal Riset Pedagogik ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Journal of Primary Education Zero : Jurnal Sains, Matematika, dan Terapan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar COLLASE (Creative of Learning Students Elementary Education) al-Aulad: Journal of Islamic Primary Education Jurnal Didaktika Dwija Indria Syntax Idea Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Wahana Pendidikan Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) DEDIKASI: Community Service Reports Jurnal Ilmiah Kontekstual Jurnal Ilmiah Wahana Pendidikan EMTEKA: Jurnal Pendidikan Matematika Griya Journal of Mathematics Education and Application Cokroaminoto Journal of Primary Education EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Edu Cendikia: Jurnal Ilmiah Kependidikan Indo-MathEdu Intellectuals Journal Pedagogy : Jurnal Pendidikan Matematika Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Journal of Educational Sciences Jurnal Ilmu Pendidikan Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Progressive of Cognitive and Ability Jurnal Basicedu Cartesian: Jurnal Pendidikan Matematika PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JS (Jurnal Sekolah) Jurnal Pendidikan Terapan Journal of Mandalika Literature International Journal of Environment, Engineering, and Education QOSIM: Jurnal Pendidikan, Sosial & Humaniora EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Lensa Pendas Indonesian Journal of Primary Education International Journal of Advance Research in Mathematics Education
Ika Fitri Apriani
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia Kampus Tasikmalaya
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

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DESAIN DIDAKTIS VOLUME KUBUS DAN BALOK UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA KELAS IV Lestari Handayani, Tri; Abdul Muiz Lidinillah, Dindin; Fitri Apriani, Ika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55729

Abstract

This study aims to develop a didactical design on the material of cube and rectangular prism volume to improve the numeracy skills of fourth-grade students at SDN Bingkeng 02. This research employs a qualitative approach using Didactical Design Research (DDR) method. The research subjects are 17 fourth-grade students of SDN Bingkeng 02. Data were collected through participatory observation, in-depth interviews, diagnostic tests, and documentation. The results indicate that the didactical design developed based on the analysis of students' learning obstacles was able to reduce learning barriers and improve students' numeracy skills, particularly in the aspects of conceptual understanding of volume, formula application, and contextual problem-solving related to cubes and rectangular prisms. The developed didactical design includes didactical situations, didactical-pedagogical anticipations, and systematic predictions of student responses. The implications of this research are expected to serve as a reference for teachers in designing responsive mathematics learning that meets students' needs.
Efektivitas Permainan Tradisional Simar dalam Mengatasi Kesulitan Siswa pada Operasi Hitung Campuran Nur Kholis Riswanto; Karlimah Karlimah; Ika Fitri Apriani
Wahana Pendidikan Vol 13, No 2 (2026): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i2.23794

Abstract

Pembelajaran matematika di sekolah dasar sering kali masih bersifat abstrak sehingga siswa mengalami kesulitan dalam memahami konsep operasi hitung campuran. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah dengan memanfaatkan permainan tradisional sebagai media pembelajaran yang lebih kontekstual dan menarik bagi siswa. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan operasi hitung campuran siswa setelah diterapkan permainan tradisional Simar dalam pembelajaran matematika. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-eksperimental melalui desain one group pretest-posttest. Subjek penelitian adalah siswa kelas IV sekolah dasar yang berjumlah 17 orang. Pengumpulan data dilakukan melalui tes kemampuan operasi hitung campuran sebelum dan sesudah pembelajaran, kemudian dianalisis menggunakan perhitungan N-Gain untuk mengetahui tingkat peningkatan hasil belajar siswa. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa mengalami peningkatan dari 49,0 pada pretest menjadi 64,1 pada posttest. Analisis N-Gain menunjukkan bahwa peningkatan kemampuan siswa berada pada kategori rendah hingga sedang, dengan sebagian besar siswa berada pada kategori peningkatan rendah dan sebagian lainnya pada kategori sedang. Meskipun demikian, seluruh siswa mengalami peningkatan hasil belajar tanpa adanya penurunan nilai. Hasil penelitian ini menunjukkan bahwa permainan tradisional Simar dapat menjadi alternatif media pembelajaran yang mampu membantu meningkatkan pemahaman konsep operasi hitung campuran pada siswa sekolah dasar
Desain media pembelajaran ULTAPETHAN untuk memfasilitasi kemampuan pemecahan masalah pada materi perkalian pecahan di sekolah dasar Linda Nurbayanti; Ika Fitri Apriani
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 5 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i5.33376

Abstract

Kemampuan pemecahan masalah dipandang sebagai suatu proses berpikir yang dilakukan peserta didik untuk menemukan solusi terhadap permasalahan yang dianggap sulit atau menantang. Namun, hasil studi pendahuluan yang dilakukan di SDN 3 Sumelap dan SDN Cikiara mengindikasikan bahwa peserta didik masih menghadapi kendala dalam menyelesaikan soal cerita pada materi perkalian pecahan, terutama pada tahap memahami informasi yang disajikan dan menentukan strategi penyelesaian. Penelitian ini bertujuan untuk merancang media pembelajaran ULTAPETHAN berbasis Genially untuk memfasilitasi kemampuan pemecahan masalah pada materi perkalian pecahan. Penelitian ini menggunakan metode Educational Design Research (EDR) yakni meliputi tahap Analysis and Exploration, Design and Development, serta Evaluation and Reflection. Teknik pengumpulan data pada penelitian ini yakni melalui wawancara, observasi, studi dokumen, dan validasi ahli. Hasil penelitian berupa desain media pembelajaran ULTAPETHAN (Ular Tangga Petualang Pecahan) yang memuat materi perkalian pecahan, contoh soal pemecahan masalah, lembar kerja peserta didik, serta permainan edukatif berbasis ular tangga digital. Hasil validasi para ahli terhadap media yang dirancang memperoleh tingkat kelayakan 89,06% dari ahli media dan 89,58% dari ahli materi, dengan rata-rata persentase 89,32% dalam kategori layak. Berdasarkan hasil tersebut, media yang dirancang telah memenuhi kategori kelayakan sehingga dapat dijadikan sebagai alternatif media pembelajaran untuk memfasilitasi kemampuan pemecahan masalah pada materi perkalian pecahan.
Exploring Teachers’ Perceptions, Experiences and Needs for Augmented Reality-Based Mathematics Learning in Elementary Schools Ika Fitri Apriani; Irni Rachmawati Putri; Nugraha Adhi Pratama; Muhammad Rijal Wahid Muharram; Moh. Salimi; Siti Rahaimah; Nurham Hahsa
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.517

Abstract

Augmented reality (AR) offers promising representational affordances for elementary mathematics, yet its classroom feasibility depends on teachers’ experience, technological conditions, and implementation support. This study examined teachers’ perceptions of AR, prior digital and AR experience, perceived barriers, mathematics-topic priorities, and requirements for prospective AR-based learning media. A quantitative cross-sectional survey was conducted with 50 elementary-school teachers recruited purposively from 20 public and private schools. Data were collected using a validated questionnaire (S-CVI/Ave = 0.93; Cronbach’s Alpha = 0.79–0.84 for multi-item constructs) and analyzed using descriptive statistics and exploratory nonparametric tests with Holm adjustment. Teachers reported highly favorable perceptions across the four measured constructs (M = 4.59–4.75), although 62% had no prior AR experience and only 8% used AR often or very often. Three-dimensional geometry received the highest perceived need for AR visualization (M = 3.30, SD = 0.91). The most prominent barriers were limited technological devices and school infrastructure (both M = 4.00), while interactive content, ease of use, offline functionality, curriculum alignment, age-appropriate design, institutional support, and training emerged as key implementation requirements. Exploratory associations involving digital-technology use, prior AR experience, and perception scores did not remain statistically significant after Holm correction. These findings position AR adoption as a teacher-informed, needs-driven design problem and provide an empirical basis for prototype development, usability testing, and classroom feasibility evaluation rather than evidence of AR effectiveness or demonstrated implementation readiness.
Analysis of Learning Obstacles in Algebraic Operations: Multiplication and Division in Grade V Primary School Ika Fitri Apriani; Fatma Maulida; Tria Antiya
Progressive of Cognitive and Ability Vol. 4 No. 4 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v4i4.2536

Abstract

Purpose - This study aims to identify the learning obstacles experienced by Grade V students in understanding algebraic operations, especially multiplication and division, and to provide an in-depth description of the difficulties so that teachers can anticipate obstacles that may arise during instruction. Methodology - A qualitative approach was used with data from a Grade V-A teacher and 29 students of SDN 1 Nagarawangi in the 2024/2025 academic year. Data were collected through diagnostic essay tests, interviews, and document study. Data credibility was examined through source and technique triangulation, while analysis involved data reduction, data display, and verification. Findings - Eighteen of 29 students (62%) demonstrated misconceptions or learning obstacles in multiplication and division. The identified obstacles comprised ontogenical obstacles related to students' motivation and cognitive readiness, didactical obstacles related to teaching materials that did not fully match students' characteristics and needs, and epistemological obstacles related to limited conceptual understanding and difficulty applying prior knowledge in different problem contexts. Novelty - The study maps ontogenical, didactical, and epistemological obstacles specifically within elementary-school algebraic multiplication and division by integrating evidence from diagnostic tests, interviews, and document study. Significance - The findings can support primary-school teachers in developing didactical designs that anticipate learning obstacles and align instruction with students' cognitive development and learning needs.  
Development of SIPAT Card Media Based On Educational Games to Improve the Numeracy Skills of Grade 2 Elementary School Students Intan Ade Ayuna; Ika Fitri Apriani; Riefki Fiestawa; Resi Rahmawati; Nurham Hahsa
Al-Aulad: Journal of Islamic Primary Education Vol. 9 No. 2 (2026): Al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v9i2.58630

Abstract

Numeracy skills are a fundamental competency essential for elementary school students in understanding number concepts, performing arithmetic operations, and solving mathematical problems in daily life. However, there are still students who experience difficulties in understanding addition and subtraction operations and solving simple word problems. This study aims to develop and determine the effectiveness of SIPAT (Siap Hitung Cepat) card media based on educational games in improving the numeracy skills of grade 2 elementary school students. The research employed the Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were 29 grade 2 students at SDN in Tasikmalaya. Data were collected through observation, documentation, and pretest and posttest assessments. The data were analyzed using descriptive quantitative and qualitative analysis techniques. The results showed that the use of SIPAT card media was able to improve students' numeracy skills, as indicated by an increase in the average score from 66.55 on the pretest to 70.68 on the posttest, or an increase of 6.20%. In addition to improving arithmetic skills, the SIPAT media was also able to enhance students' motivation, self-confidence, and active engagement in mathematics learning. Thus, the SIPAT card media can serve as an engaging alternative numeracy learning medium suited to the characteristics of elementary school students.
Co-Authors Adinda Novita Andhini Agnestasia Ramadhani Putri Ahmad Mulyadiprana Akhmad Nugraha Alexa Audisti Fitria Alfina Bakti P Andi Mutiara Insani Andini, Risa Intan Anggi Novita Fitriani Asep Nuryadin Auliya Syaripah Aviva Ayuningtias CHILDA CHITMANATUL AINI Cici Herawati Cipta, Febbry DANIATI GINAYANTI Darlin Adam Dede Nurhidayah Dede Rohmatin Fauziah Desi Lisnawati Desmia, Seli Devi Mutiarani Dhea Tri Agustina Dinda Fadia Az Zahra Dindin Abdul Muiz Lidinillah Dita Mulyani Asih Epon Nur'aeni Epon Nur'aeni Epon Nur'aeni Epon Nur'aeni Epon Nur'aeni L Epon Nur’aeni Eri Triyana Nuraeni Ernawulan Syaodih Eva Alawiah Eva Hermala Eza Fauziah Fadlya Khotimatun Nisa Farhan Ali Rahman Fatma Maulida Firman Nurdiansyah Fitri Nurzakiah Fuadi Geri Syahril Sidik Ghullam Hamdu Gina Anggraini Ginna Islamati Ginna Islamiati Ginna Islamiati Hanandita, Tiara Hani Hurilaini, Melki Ineu Agustin Intan Ade Ayuna Irni Rachmawati Irni Rachmawati Putri Irni Rachmawati Putri Isni Rahmadiani Jamaludin Jamaludin Jian Rijkiah Karlimah Karlimah Krisma Natalia Kusumaningrum, Fanny L, Epon Nur’aeni Lestari Handayani, Tri Lia Musli'ah Lilis Susilawati Lilis Susilawati Lilis Susilawati Lilis Susilawati Linda Nurbayanti Ma'iswati Hani Mardiyah, Resa Siti Maulani, Dena Moh. Salimi Mubayyanatul Haq, Rinna Muhammad Rijal Wahid Muharram Muhammad Rijal Wahid Muharram Muslihin, Heri Yusuf Nadifah Amalia Nana Ganda NANDANG RUSMANA Neni Nuraeni Nia Ayu Kurniati Nisa Nur Iqlima Nugraha Adhi Pratama Nur Kholis Riswanto Nur'aeni, Epon Nurani, Luthfi Ainun Nurham Hahsa Nurham Hahsa Nurkamilah, Milah Nursaadah, Wida Oyon Haki Pranata P, Alfina Bakti Popon Popon Pratama Gumilar Putri Nurul Kamila Putri Widiyawati Rahma Handayani Rahma, Devia RAIDA YULIA Rani Eka Nuraeni Ratna Yuniar, Nur Fitri Resi Rahmawati Respati, Resa Revina Putri Hermawan Revina Putri Hermawan Riefki Fiestawa Rifqy Muhammad Hamzah Rina Lestari Rina Setiana Risa Intan Andini Risman Abdul Hakim Rita Rita Saputra, Erwin Rahayu Sekar Ayu Utami SELIN NADIA ALWINI Septi Rahmawati Shakinah, Jessy Permata Shella Nur Pratama Siti Rahaimah Sofi Mutiara Insani Sri Wahyu Supriadi Supriadi Susilawati, Lilis Syifa Yulianti Nurjanah Tommy Tanu Wijaya Tria Antiya Turmudi Via Khoirun Nisa Vina Rizki Lisdiana Widani Widani Widi Astuti Wulan Ajeng Lestari Yuliana Widi Maulita Yusuf Suryana Yusuf Suryana