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The Effect of Using Wayground Media on Improving the Learning Motivation of Fifth-Grade Elementary School Students in Learning Fractions Jihan Saraswati Ginting; Alman Alman; Heny Sri Astutik
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.201

Abstract

This study aims to analyze the effect of using the Wayground platform on the learning motivation of fifth-grade elementary school students in the subject of fractions. The main issue in this study is the low level of student motivation in mathematics learning, which is abstract and unengaging. This study employs a quantitative approach with a quasi-experimental design using a pretest-posttest model. The research sample consisted of 21 students selected using purposive sampling. The instrument used was a learning motivation questionnaire based on a Likert scale. The results of the study indicate a significant increase in students’ learning motivation following the use of the Wayground media. The average learning motivation score increased from 18.76 (moderate category) to 26.95 (good category). The results of the paired-sample t-test showed a t-value (20) = 19.61 with p < 0.001, indicating a significant difference between pre- and post-intervention. Additionally, the effect size of Cohen’s d = 4.28 indicates that the effect is very large. The conclusion of this study indicates that the Wayground platform is effective in enhancing students’ learning motivation regarding fractions. The implications of this study highlight the importance of integrating gamification-based digital learning platforms into the learning process to increase student engagement and motivation. This study contributes to the development of innovative technology-based learning strategies in elementary schools  
The Effectiveness of the Joyful Mathematics Model Assisted by Magic Box Media on Early Childhood Understanding of Numbers and Numerals Sarmi Sriyani; Syamsulrizal Syamsulrizal; Alman Alman
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.256

Abstract

This study aims to analyze the effectiveness of the Joyful Mathematics Model assisted by Magic Box media in improving early childhood understanding of numbers and numerals. The problem underlying this study is the low numeracy ability of children due to learning practices that remain conventional and lack play-based activities and concrete learning media. This study employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The research subjects consisted of 13 children from Group B at TK Aisyiyah Bustanul Athfal 9 Salawati. Data were collected using a number and numeral understanding test instrument that had been tested for validity and reliability. The results showed a significant improvement in children’s numeracy ability, as indicated by an increase in the mean score from 71.92 in the pretest to 89.23 in the posttest. The paired sample t-test results showed a t-value of -8.285 with a significance value of p < 0.05, indicating a significant difference between the results before and after the treatment. In addition, the distribution of students’ ability categories also shifted from the “fair” and “good” categories to being predominantly in the “very good” category. The conclusion of this study is that the Joyful Mathematics Model assisted by Magic Box media is effective in improving early childhood understanding of numbers and numerals. This study provides practical contributions for early childhood education teachers in developing mathematics learning that is innovative, enjoyable, and based on concrete media, as well as implications for improving the quality of numeracy learning in early childhood education.  
Implementation of Ethnomathematics-Based Learning in Developing the Science and Mathematics Competencies of Muhammadiyah Students Tri Bangun Utami; Heny Sri Astutik; Alman Alman
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.313

Abstract

This study aims to describe and analyze the implementation of ethnomathematics-based learning in developing students' science and mathematics competencies at Muhammadiyah Malawili Elementary School. The study was motivated by students' low conceptual understanding, which is attributed to instructional practices that remain predominantly abstract and lack contextual relevance. A qualitative approach with a case study design was employed. The research participants consisted of fourth-grade teachers, students from Classes 4A and 4B, and the school principal. Data were collected through semi-structured interviews, participant observation, and document analysis, and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that ethnomathematics-based learning effectively contextualizes mathematical and scientific concepts through the integration of local cultural practices, thereby enabling students to develop a more concrete understanding of these concepts. The major findings include: (1) the effective use of cultural artifacts as instructional media; (2) the pivotal role of teachers in mediating the relationship between local culture and scientific concepts; (3) increased student engagement and learning motivation; (4) the integrated development of science and mathematics competencies; and (5) challenges in implementation, particularly regarding teachers' preparedness and the availability of culturally relevant learning resources. This study contributes to strengthening ethnomathematics as a contextual and pedagogically relevant approach to 21st-century education. The implications highlight the need to enhance teachers' professional capacity, develop culture-based instructional materials, and strengthen school policies that support the integration of local culture into classroom learning. Future research is recommended to investigate the implementation of ethnomathematics across broader and more diverse educational contexts.
The Effect of the Traditional Papuan Game Patah Kaleng on the Numeracy Skills of Children Aged 5–6 Years Yul Fitriana; Syamsulrizal Syamsulrizal; Alman Alman
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.317

Abstract

This study aims to analyze the effect of the Papua traditional game Patah Kaleng on the numeracy skills of children aged 5–6 years at TK UNIMUDA Alam Mentari. The background of this research is the low level of early childhood numeracy skills, which are still dominated by conventional learning approaches that are less contextual and lack play-based activities. This study employed a quantitative approach with a quasi-experimental design using a one-group pretest-posttest model. The research subjects consisted of 15 children in the experimental class and 16 children in the control class. Data were collected using a numeracy observation instrument based on 10 indicators with a Likert scale. The results showed that both groups experienced an improvement in numeracy skills; however, the increase in the experimental class was more significant. The mean score of the experimental class increased from 20.53 to 31.47 with a gain (Δ) of 10.93, while the control class increased from 19.81 to 23.44 with a gain (Δ) of 3.63. The results of the paired sample t-test indicated a significance value (p < 0.05), meaning that the research hypothesis was accepted. In conclusion, the Papua traditional game Patah Kaleng has a significant effect on improving early childhood numeracy skills. These findings imply that traditional game-based learning can serve as an effective and contextual strategy to enhance numeracy skills while supporting the development of culturally responsive learning in early childhood education
Co-Authors Heny Sri Astutik Jihan Saraswati Ginting Sarmi Sriyani Syamsulrizal Syamsulrizal tatang Herman Tri Bangun Utami Turmudi Yeni dwi Kurino Yul Fitriana