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All Journal COLLASE (Creative of Learning Students Elementary Education) Journal of Elementary School (JOES)
Nyiayu Fahriza Faudiah
Universitas PGRI Palembang
Education

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Peningkatan Hasil Belajar Siswa Kelas X IPA Menggunakan Model Problem Based Learning Engga Sakti Octaviani; Nyiayu Fahriza Faudiah; Nurjannah Nurjannah
Journal of Elementary School (JOES) Vol 5 No 2 (2022): Journal of Elementary School (JOES)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joes.v5i2.4450

Abstract

This study aims to improve student learning outcomes by using the Problem Based Learning learning model in class X IPA 4 SMA Negeri 2 OKU. This research is a Classroom Action Research (CAR) with a qualitative approach to the Kemmis and Mc. Taggart. This study consisted of several cycles with each cycle consisting of stages, namely planning, action, observation and reflection. The research subjects were 35 students of class X IPA 4 and the object of the research was the results of students' mathematics learning on the subject of Sine and Cosine Rules. The average value of the results of the research in the first cycle was 76.1 with classical completeness of 65.7% and the average value of classical completeness of 85.7%. Based on the results of these studies, it can be concluded that the Problem Based Learning learning model can improve student learning outcomes at X IPA 4 SMA Negeri 2 OKU. Keywords: Study Result, Problem Based Learning Method
Desain pembelajaran Etnomatematika pada materi perkalian dan pembagian siswa kelas III SD Negeri 72 Palembang Dimas Hartawan; Nyiayu Fahriza Faudiah; Budi Utomo
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 2 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i2.27992

Abstract

This study aims to design and develop an ethnomathematics-based learning approach for multiplication and division topics for third-grade students at SD Negeri 72 Palembang using the Design-Based Research (DBR) methodology. The main issue addressed is students’ low understanding of multiplication and division concepts, which are often perceived as abstract. To overcome this, the learning design integrates local cultural elements, particularly the traditional marble game, as a concrete and familiar context for students. The study was conducted through three main phases: preparing for the experiment, design experiment (consisting of a pilot experiment and a teaching experiment), and retrospective analysis. The results show that the ethnomathematics approach through the marble game effectively enhances students’ understanding of multiplication and division concepts. Additionally, the study produces a relevant and applicable Local Instructional Theory (LIT) for implementing culturally contextualized mathematics learning
Literasi matematika materi pembagian pada siswa kelas IV SD Negeri 72 Palembang Intan Nur Azizah; Nyiayu fahriza Faudiah; Budi Utomo
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 2 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i2.28009

Abstract

This study aims to describe the mathematical literacy of fourth-grade students at SD Negeri 72 Palembang in the topic of division. A descriptive quantitative approach was used with 30 students as the research subjects. The instrument consisted of story-based math problems that were validated and tested for reliability. The results showed that students’ overall mathematical literacy was in the “fair” category, with an average score of 68.83. Specifically, 20% of students demonstrated very good ability, 26% good, 23.3% fair, and 30% low. Based on indicators, students’ ability to identify and formulate problems was relatively low (44%), while their ability to apply mathematical concepts or procedures (65%) and to explain solutions and interpret conclusions (62%) were in the fair category. These findings suggest that students’ mathematical literacy is not yet evenly distributed across all indicators and still needs improvement. Therefore, it is necessary to implement learning strategies that are more contextual, interactive, and focused on real-life problem solving, so students can develop mathematical literacy skills optimally and sustainably.
Co-Authors Budi Utomo Dimas Hartawan Engga Sakti Octaviani Intan Nur Azizah Nurjannah Nurjannah