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All Journal Journal of Primary Education Proceeding of International Conference on Science, Education, and Technology
Laely Rizki Maulida
Universitas Negeri Semarang
Education

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The Effectiveness of Manipulative Display Tool Assisted-Stay at Home Learning on the Students’ Problem Solving Laely Rizki Maulida; Isti Hidayah; Sunyoto Eko Nugraha
Journal of Primary Education Vol 11 No 3 (2022): September2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i3.65684

Abstract

The use of manipulative display tool is able to draw the interest of the students and, at the same time, motivate them to pay attention to the learning process. The manipulative display tool itself may serve as an aid to deliver or to explain the mathematical concepts correctly. In addition to the problem, and specific to the context of the study, the problem-solving capacity of the students in SD Negeri Banjarsari the District of Ajibarang the Regecy of Banyumas is still low. The study aims to identify the effectiveness of the manipulative display tool assisted-stay at home learning against problem-solving skills of the students. In conducting the study, the method that has been implemented is the mixed method. The study used the sequential explanatory design using the sequential combination of the quantitative and the qualitative research method. The number of the subjects in the study consist of 88 respondents. The quantitative samples for the study are gathered through the cluster random sampling technique while the qualitative samples for the study are gathered through the purposive sampling technique. Furthermore, the data gathering method that has been used in the study consists of test, questionnaire, interview, and documentation. After the data have been gathered, the data are analysed by using the independent sample t-test and the N-gain test. Based on the results of the study, it is found that there have been differences on the mathematical problem-solving learning results between the students in the experimental group and the control group with the significance value .000 < 0.05. in addition, it is also found that the pre-test and the post-test results of the experimental group have increased namely 0.59 and 0.38 as these results belong to the moderate category. Hence, these findings show that the improvement on the learning results has been influenced by the effective of the manipulative display tool-assisted stay at home learning and the open-ended questions.
The Effect of Baamboozle-Assisted Digital Learning Media on Students’ Learning Motivation and Critical Thinking Skills in Natural and Social Sciences Learning Laely Rizki Maulida; Tri Joko Raharjo; Sri Wardani
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The integration of digital learning media in elementary schools requires the use of media that are not only engaging but also capable of supporting students’ learning motivation and critical thinking skills. Baamboozle is a game-based learning platform that provides quiz activities, scoring, simple competition, feedback, and classroom interaction, making it relevant for use in Natural and Social Sciences learning. This study aimed to examine the effect of Baamboozle-assisted digital learning media on elementary school students’ learning motivation and critical thinking skills. This research employed a quantitative approach using a quasi-experimental posttest-only nonequivalent control group design. The participants consisted of 53 third-grade elementary school students who were divided into a Baamboozle group and a conventional learning group. Data were collected using a learning motivation questionnaire and a critical thinking skills test, both of which had been tested for validity and reliability. The data were analyzed using MANOVA (Multivariate Analysis of Variance). The results showed that Baamboozle-assisted digital learning media had a significant simultaneous effect on students’ learning motivation and critical thinking skills. The between-subjects test also indicated significant differences between the Baamboozle group and the conventional group in both learning motivation and critical thinking skills, with the Baamboozle group obtaining higher mean scores on both variables. These findings suggest that Baamboozle can be used as a digital learning medium that supports both the affective and cognitive aspects of students in elementary school Natural and Social Sciences learning.
Co-Authors Isti Hidayah SRI WARDANI Sunyoto Eko Nugraha Tri Joko Raharjo