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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan Jurnal Elemen AKSIOMA Journal of Medives HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Edukasi: Kajian Ilmu Pendidikan MaPan : Jurnal Matematika dan Pembelajaran Pi: Mathematics Education Journal Indonesian Journal of Science and Mathematics Education Numeracy : Jurnal Ilmiah Pendidikan Matematika Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Riset Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JETL (Journal Of Education, Teaching and Learning) Jurnal Pendidikan Matematika (JPM) MEJ (Mathematics Education Journal) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jambura Journal of Mathematics Education Journal of Mathematics Education and Science Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal for Lesson and Learning Studies Journal of Integrated Elementary Education Indonesian Journal of Education Methods Development Pedagogy : Jurnal Pendidikan Matematika Proceedings of The ICECRS Procedia of Social Sciences and Humanities Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pi: Mathematics Education Journal Journal Focus Action of Research Mathematic (Factor M) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal Academia Open Al Ibtida: Jurnal Pendidikan Guru MI Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy Prismatika: Jurnal Pendidikan dan Riset Matematika Jurnal THEOREMS (The Original Research of Mathematics)
Mohammad Faizal Amir
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Psikologi Dan Ilmu Pendidikan, Universitas Muhammadiyah Sidoarjo
Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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KARAKTERISTIK ANALOGI SISWA SEKOLAH DASAR DALAM PENGAJUAN MASALAH LUAS DAERAH Eksanti, Aulia Risa; Amir, Mohammad Faizal
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 6 No. 1 (2023): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

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

Abstract

This study aims to identify the characteristics of elementary school students' analogies in proposing area problems. The method used in this research is descriptive qualitative using a case study approach. The characteristics of analogy in the submission of area problems can be categorized into three: (1) Identical-reformulation is rearranging the elements in the problem structure in ways that do not change the nature of the problem. (2) Identical-different-reconstruction is modifying and maintaining some elements of the form in the initial problem so that the resulting problem looks slightly different. (3) Different-imitation is changing and adding new shape elements that are not in the initial problem to produce a different problem. The results of the research showed that the characteristic most often found in students is imitation, where the problem produced is different from the initial problem given. So the different imitation characteristics that appear most often correspond to replacement characteristics, namely the problem posing product based on the initial problem or source problem by changing the context of the problem, namely changing the shape of the cake slice.
Proses Pengajuan Masalah Tipe Post Solution pada Pengukuran Luas Beta Ayu Widianti; Mohammad Faizal Amir
Jurnal Pendidikan Matematika (JPM) Vol 9 No 1 (2023): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v9i1.19870

Abstract

Penelitian ini bertujuan untuk mengidentifikasi proses pengajuan masalah tipe post solution yang digunakan siswa pada materi pengukuran luas. Jenis penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Subjek penelitian yang digunakan adalah 25 siswa kelas lima sekolah dasar. Pemilihan subjek penelitian menggunakan teknik purposive sampling berdasarkan kriteria yang berhasil menyelesaikan tugas. Teknik pengumpulan data menggunakan tes dan wawancara. Teknik analisis data terdiri dari reduksi data, penyajian data, dan verifikasi data. Dalam penelitian ini menggunakan tahapan pengajuan masalah yaitu analisis situasi, variasi, generasi, penyelesaian masalah, dan evaluasi. Hasil penelitian menunjukkan siswa yang mampu mengajukan masalah dan memberikan jawaban benar memiliki proses yang lebih tepat dari tahapan analisis situasi sampai evaluasi. Namun siswa yang sekedar mampu mengajukan masalah, namun tidak dapat menyelesaikan masalahnya mengalami kegagalan pada tahapan variasi, penyelesaian masalah, dan evaluasi. Hasil penelitian ini menyarankan agar siswa belajar untuk memahami dan mengubah informasi yang diberikan untuk melakukan pengajuan dan penyelesaian masalah. Hal ini berimplikasi pada para pendidik agar memberikan kesempatan kepada siswa dalam melakukan pengajuan masalah untuk mengeksplorasi cara berpikir dan memahami pengukuran luas yang lebih beragam.
Hypothetical Learning Trajectory Using Straws to Teach Subtraction to Elementary School Students Titah Pinasthi; Mohammad Faizal Amir
Mathematics Education Journal Vol. 9 No. 2 (2025): MEJ Vol 9 No.2
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i2.43364

Abstract

This study developed a context-based Hypothetical Learning Trajectory (HLT) using straws as concrete manipulatives to support elementary students’ understanding of two-digit addition and subtraction. Employing a Design Research approach, the study consisted of an initial design, two cycles of teaching experiments, and a retrospective analysis. The HLT was constructed through sequential activities that guided students from concrete representations to symbolic reasoning related to place value, addition with and without carrying, and subtraction with and without borrowing. The findings indicate that straw-based manipulatives effectively supported students in developing the concept of regrouping, enhancing calculation accuracy, and strengthening conceptual understanding, particularly during carrying and borrowing processes. Across Activities A–D, the actual learning trajectory aligned with the hypothetical pathway, with notable benefits for students with lower initial abilities. Overall, the results confirm that bundling-based concrete media such as straws offer a meaningful and feasible instructional alternative for early-grade mathematics learning.
INOVASI PENGEMBANGAN MEDIA DIGITAL INTERAKTIF SEBAGAI SOLUSI PERCEPATAN KEMAMAPUAN NUMERASI SISWA SEKOLAH DASAR Chika Zahroh Khitaka Auliya; Mohammad Faizal Amir
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.13767

Abstract

ABSTRACT Numeracy learning needs at the elementary school level cannot be adequately addressed through the delivery of mathematical concepts and counting exercises alone, as students also need to engage with situations that encourage them to understand information, determine solutions, and interpret results. In response to this need, an interactive digital learning medium based on numeracy storytelling was developed to support whole-number arithmetic instruction for third-grade elementary school students. The development process was conducted in March 2026 using a Research and Development (R&D) approach and the ADDIE model, encompassing the stages of analyze, design, development, implementation, and evaluation. Thirty third-grade students at SDN Trosobo 1 participated in the trial through purposive sampling. Data were collected through observations, assessments by two validators consisting of a subject-matter expert and a media expert, student response questionnaires, and pretest and posttest assessments. Validation and student response data were analyzed using percentage calculations, while changes in numeracy ability were examined using normalized gain (N-Gain). The developed media achieved a validity score of 97% and a practicality score of 93.87%. Students’ numeracy performance increased from 58% on the pretest to 91% on the posttest, with an N-Gain of 0.77, categorized as high. These findings indicate that integrating digital storytelling, problem-solving activities, immediate feedback, and interactive features can create a more structured numeracy learning experience while supporting improvements in students’ abilities. ABSTRAK Kebutuhan pembelajaran numerasi di sekolah dasar tidak cukup dijawab melalui penyampaian materi dan latihan berhitung, karena siswa juga perlu berhadapan dengan situasi yang mendorong mereka memahami informasi, menentukan penyelesaian, dan menafsirkan hasil. Atas pertimbangan tersebut, dikembangkan media digital interaktif berbasis cerita numerasi untuk pembelajaran operasi hitung bilangan cacah pada siswa kelas III sekolah dasar. Proses pengembangan berlangsung pada Maret 2026 dengan pendekatan Research and Development (R&D) dan model ADDIE yang mencakup analyze, design, development, implementation, serta evaluation. Sebanyak 30 siswa kelas III SDN Trosobo 1 mengikuti uji coba melalui teknik purposive sampling. Informasi penelitian dihimpun dari observasi, penilaian dua validator yang terdiri atas ahli materi dan ahli media, angket respons siswa, serta tes pretest dan posttest. Data validasi dan respons dianalisis dalam bentuk persentase, sedangkan perubahan kemampuan numerasi ditelaah menggunakan normalized gain (N-Gain). Hasil pengembangan menunjukkan validitas media mencapai 97% dan kepraktisan 93,87%. Pada pengukuran kemampuan numerasi, capaian siswa bergerak dari 58% pada pretest menjadi 91% pada posttest, dengan N-Gain 0,77 pada kategori tinggi. Temuan ini mengindikasikan bahwa perpaduan digital storytelling, aktivitas solving problem, feedback langsung, dan fitur interaktif dapat membentuk pengalaman belajar numerasi yang lebih terarah sekaligus mendukung peningkatan kemampuan siswa.
Learning Trajectories of Different Denominator Fractions with Ote-ote Niva Al Kuril Ainin; Mohammad Faizal Amir; Fitria Wulandari
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2506

Abstract

Abstrak Pecahan berpenyebut berbeda adalah subtopik pecahan yang sangat berkontribusi dalam menjelaskan konsep dasar pecahan. Namun, bagi siswa sekolah dasar menantang karena didasarkan dari konsep yang membutuhkan representasi beragam. Penelitian ini bertujuan untuk mengembangkan learning trajectories (LT) pada pecahan berpenyebut berbeda dengan konteks Ote-ote.  Ote-ote merupakan makanan khas Jawa Timur yang berbentuk mirip dengan lingkaran. Partisipan penelitian ini adalah 26 siswa kelas 5 Sekolah Dasar Negeri Jimbaran Wetan, Sidoarjo. Desain penelitian yang digunakan adalah desain research dengan tahapan: preparation, implementation, dan retropective analysis. Data dikumpulkan melalui lembar kerja siswa, observasi, dan tes. Teknis analisis data menggunakan triangulasi sumber. LT yang dikembangkan terdiri dari empat aktivitas, yaitu: (1) pengenalan pecahan, (2) penjumlahan pecahan berpenyebut sama (3) pecahan senilai, dan (4) penjumlahan pecahan berpenyebut berbeda. Aktivitas LT membangun pemahaman siswa mengenai pecahan berpenyebut berbeda, umumnya dalam kategori memuaskan. Abstract Different denominator fractions is a subtopic of fractions that greatly contributes to explaining the basic concept of fractions. However, it is challenging for primary students because it is based on a concept that requires multiple representations. This study aims to develop learning trajectories (LT) on different denominator fractions in the context of Ote-ote. Ote-ote is a typical East Java food shaped similarly to a circle. The participants of this study were 26 grade 5 students from Sekolah Dasar Negeri Jimbaran Wetan, Sidoarjo. The study design used was research design with stages: preparation, implementation, and retrospective analysis. Data were collected through student worksheets, observation, and tests—technical data analysis using source triangulation. The developed LT consists of four activities, namely: (1) introduction of fractions, (2) addition of common denominator fractions, (3) equivalent fractions, and (4) addition of different denominator fractions. The LT activities construct students' understanding of different denominator fractions, generally in the satisfactory category.
The Effect of Rangku Alu Traditional Games Based on Mathematical Generalization on Elementary School Students Learning Outcomes in Number Patterns Mohammad Faizal Amir; Reza Sabrina Melani Hardianto
Jurnal THEOREMS (The Original Research of Mathematics) Vol. 11 No. 2 (2026): Volume 11 Number 2 May 2026
Publisher : Program Studi Pendidikan Matematika Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/th.v11i2.17998

Abstract

This study aimed to determine the effect of the Rangku Alu traditional game based on mathematical generalization on elementary school students learning outcomes in number pattern material. The study used a quantitative approach with a pre-experimental one group pretest-posttest design. The subjects were 35 fifth-grade students from two elementary schools. Data were collected through pre-test and post-test instruments consisting of four essay questions based on indicators of mathematical generalization ability. The results showed that the average score increased from 42,86 on the pre-test to 82,86 on the post-test. The Wilcoxon Signed Rank Test showed a significance value of less than 0,05, indicating a significant difference before and after treatment. The N-Gain value of 0,70 indicated that the learning improvement was in the good category.
Co-Authors Abadi, Muhammad Arya Setiawan Ahmad Hassan Nurdien Ahmad Hassan Nurdien Ainin, Niva Al Kuril Ainiya Rahma Septiarini Aldiyah Mellawati Alfina Eka Pratiwi Amalia, Alfin Khoiro Amilda, Binta Naarah Amir, Firana Anggraeni, Uswatin Anindhita, Putri Bulqhis Anis Andriah Atuszahroh, Dwi Silvi Aulia Risa Eksanti Ayu Wulandari Ayuningtyas, Ilfia Nur Azzahra Salma Nabila Bagus Ali Rachman Beta Ayu Widianti Cahyani, Nafisa Fitri Chika Zahroh Khitaka Auliya Chusnul Ainia Danti Sri Rahayu Devi Usfuriah Dian Septi Nur Afifah Diana Noviani Khakiki Dwi Wulandari Egitayanti Aulia Rochman Eksanti, Aulia Risa Fajri, Fenty Rahmawati Fajriyah, Ika Nada Faradina, Zulfiya Farah Alifanty Rahmania Firdatus Nurlaila Fitria Wulandari Fitria Wulandari Ghozali Rusyid Affandi Gita Marchelyta Hendra Erik Rudyanto Hesty Dian Prasetyaningrum Hidayanti, Andina Nurnida Ibrahim, Balqis Kurnia Ika Nada Fajriyah Iklimatus Faridatun Hikmah Ilfia Nur Ayuningtyas Indah Permatasari Indrawati, Tasya Juli Indri Salsabila Isna Fauziyah Nurroini Jannah, Ayu Nur Roudhotul Jannah, Hamida Izatul Khoirun Nisa Labibah Kurniawati Machful Indra Kurniawan Magfirotin, Elis Syafa Mahardika Darmawan Kusuma Wardana Malikha, Ziadatul Mardiyansyah, Yerrys Masruroh, Miftakhul Mega Selvia Ayu Devi Mohamad Djasuli Mohammad Fanani Mohd Nazri Abdul Rahman Mubarokah, Aysha Amini Laylatim Mufarikhah, Imas Anisa'ul Muhlasin Amrullah Nadhilah Aisyah Amalia Nazilah, Rohmah Li'izzatun Niva Al Kuril Ainin Nur Ajizatul Mufidah Nur Aviatul Faizah Nur Rohmah Emilia Nur Sri Nur Sulistianingsih Nurdien, Ahmad Hassan Nuridah, Eka Rahmah Purwanto Purwanto Putri, Gita Marchelyta Arinda Putri, Ratna Dwi Kusuma Ning Quroidah, Anita Rahman, Mohd Nazri Abdul Ratna Dwi Kusuma Ratna Dwi Kusuma Ning Putri Reza Sabrina Melani Hardianto Rina Milinia Rizki, Friska Alifia Rochman, Egitayanti Aulia Romadhon, Nurul Isnaini Rosyida, Nelly Kholifatur Safitri, Nur Fajriah Septina Risma Yunita Silvi Jihan Mahfiroh Sri Nur Wahyu Utami Swasono Rahardjo Titah Pinasthi Tri Febri Marta Lasmana Umma Abika Sharah Fi Vivi Novitasari Vonitasari, Adinda Rheyna Wahyuningtyas , Lilis Widianti, Hesti Dwi Widyastuti Winda Anzilah Windari, Reza Aulia Yahya, Ach. Zamroni Yosa, Nabhila Zakiyah, Ummu