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All Journal Beta: Jurnal Tadris Matematika Psychology, Evaluation, and Technology in Educational Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Davina Aurelia
Universitas Negeri Malang
Computer Science & IT Education Social Sciences

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Development of The Vistori Book on Basic Concepts of Division for Grade II Elementary School Students Davina Aurelia; Yulia Linguistika; Goenawan Roebyanto; Ni Luh Sakinah Nuraini
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 33 No. 1 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v33i12024p14-25

Abstract

In elementary school, the use of textual learning media, which can help improve literacy dan students’ ability to understand stories, is still limited, especially when it is integrated with mathematics. This study aims to create a visual book that explores the fundamental concept of division in second-grade elementary school and evaluates its validity. The ADDIE model, which consist of five phases such as analysis, design, development, implementation, and evaluation, was used in this study. In this research, data collection involved the utilization of interviews, questionnaires, and documentation. Expert validation and student responses were used to determine the score. The result showed that vistori book have excellent qualifications for both validity and attractiveness. Based on the analysis, vistori book that cover the basic concept of division for second-grade elementary school are suitable for use in teaching and learning.
Beyond the Numerator: Visualizing the Equal Partitioning Barrier in Elementary Fraction Learning Davina Aurelia; Slamet Arifin; Siti Faizah
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 35 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v35i12026p148-163

Abstract

Abstract: Understanding fractions remains a persistent challenge for elementary students, particularly when translating verbal mathematical problems into visual representations. This study aims to analyze the visual-conceptual difficulties of elementary school students in understanding fractions, specifically the principles of equal partitions and equivalence fraction, through visual representations. Using a thematic content analysis within a descriptive qualitative design, six fifth-grade students were selected based on their mathematical representation skills. Instruments included an illustrated diagnostic test (6 figures) and semi-structured interviews. The results reveal that the majority of students exhibited significant misconceptions rooted not in an inability to see differences, but in a "counting schema". They defined fractions solely by counting shaded parts versus total parts, ignoring the requirement of equal area. Specifically, students failed to apply the equal partition principle to disproportionate images, made systematic denominator errors due to excessive focus on the numerator, and showed rigidity in recognizing equivalent fractions (e.g., rejecting 2/6 the same as 1/3). These findings confirm that a discrete (counting) rather than continuous (measuring) reasoning schema acts as a significant conceptual barrier. Therefore, this study recommends non-prototypical and dynamic visual training that explicitly disrupts the counting habit and forces students to verify equal partitioning before labeling a fraction. Abstrak: Memahami pecahan masih menjadi tantangan bagi siswa sekolah dasar, terutama saat mengubah soal matematika lisan menjadi representasi visual. Penelitian ini bertujuan untuk menganalisis kesulitan visual-konseptual yang dialami siswa sekolah dasar dalam memahami pecahan, khususnya prinsip pembagian yang sama besar dan pecahan senilai, melalui representasi visual. Dengan menggunakan analisis tematik dalam kerangka desain kualitatif deskriptif, enam siswa kelas lima dipilih berdasarkan kemampuan mereka dalam merepresentasikan konsep matematika. Instrumen yang digunakan meliputi tes diagnostik bergambar (6 gambar) dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa sebagian besar siswa menunjukkan kesalahpahaman yang signifikan, bukan disebabkan oleh ketidakmampuan untuk melihat perbedaan, melainkan karena "skema penghitungan". Mereka mendefinisikan pecahan semata-mata dengan menghitung bagian yang diarsir dibandingkan dengan jumlah keseluruhan bagian, tanpa memperhatikan syarat luas bagian yang sama besar. Secara spesifik, siswa gagal menerapkan prinsip pembagian yang sama besar pada gambar yang tidak proporsional, membuat kesalahan dalam menentukan penyebut karena cenderung fokus pada pembilang, dan menunjukkan kekakuan dalam mengenali pecahan yang senilai (seperti, menolak 2/6 sama dengan 1/3). Temuan ini menegaskan bahwa skema penalaran diskrit (penghitungan) —bukan skema penalaran kontinu (pengukuran)— menjadi sebagai hambatan konseptual yang signifikan. Oleh karena itu, penelitian ini merekomendasikan pelatihan visual yang tidak prototipikal dan dinamis, yang secara eksplisit mengurangi kebiasaan menghitung bagian dan memaksa siswa untuk memverifikasi pembagian yang sama sebelum memberi label pada suatu pecahan.
Pelatihan Pengembangan Suplemen Kurikulum Merdeka Berbasis Kearifan Lokal bagi Guru SD Kota Malang Ni Luh Sakinah Nuraini; Puri Selfi Cholifah; Silva Nabilla; Misye Agustin Tri Wahyuni; Rifdah Afifah; Ni Luh Sakinah Nuraini; Puri Selfi Cholifah; Silva Nabilla; Misye Agustin Tri Wahyuni; Rifdah Afifah; Davina Aurelia
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 11 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i112023p976-984

Abstract

Abstract: The initial study was conducted on one of the partners of the PGSD department of the State University of Malang, namely a state elementary school in Malang City. Initial studies have been carried out in the Teaching Material Development Training scheme, in general, on the collection of teaching module assignments only completed by about 60 percent of participants. During spontaneous interviews at the activity, data showed that teachers found it difficult to implement the Independent Curriculum. Based on the assessment of partner needs and problems, the solution to solving these needs is to hold training. The proposer team initiated an activity, namely "Training on the Development of Independent Curriculum Supplements Based on Local Wisdom for Elementary School Teachers in Malang City." This training was held in the context of continuous professional development for teachers in Malang City. The implementation method in this service activity is divided into 3 stages, namely the planning stage, the implementation stage, and the evaluation stage. As a result, through training on the development of independent curriculum supplements based on local wisdom, it is able to provide benefits for partners, namely increasing understanding in developing supplements that are given the freedom to utilize the theme of local wisdom. Abstrak: Kajian awal dilakukan terhadap salah satu mitra dari departemen PGSD Universitas Negeri Malang yaitu sekolah dasar negeri yang ada di Kota Malang. Studi awal telah dilakukan dalam skema Pelatihan Pengembangan Bahan Ajar, secara umum pada pengumpulan tugas modul ajar hanya diselesaikan oleh sekitar 60 persen partisipan. Pada saat dilakukan wawancara spontan pada kegiatan tersebut diperoleh data bahwa guru-guru merasa kesulitan dalam penerapan Kurikulum Merdeka. Berdasarkan kajian kebutuhan dan permasalahan mitra maka solusi untuk menyelesaikan kebutuhan tersebut yaitu dengan mengadakan sebuah pelatihan. Tim pengusul menggagas sebuah kegiatan yaitu “Pelatihan Pengembangan Suplemen Kurikulum Merdeka berbasis Kearifan Lokal untuk Guru-Guru SD di Kota Malang.” Pelatihan ini diadakan dalam rangka pengembangan keprofesionalan berkelanjutan bagi guru-guru di Kota Malang. Metode pelaksanaan dalam kegiatan pengabdian ini dibagi menjadi 3 tahap yaitu tahap perencanaan, tahap pelaksanaan, dan tahap evaluasi. Hasilnya, melalui pelatihan pengembangan suplemen kurikulum merdeka berbasis kearifan lokal, mampu memberikan manfaat bagi mitra yakni peningkatan pemahaman dalam pengembangan suplemen yang diberi kebebasan memanfaatkan tema kearifan lokal.
How project-based collaborative learning affect on numeracy ability of elementary school teacher education students Ni Luh Sakinah Nuraini; Puri Selfi Cholifah; Titis Angga Rini; Davina Aurelia; Silva Nabila
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.256

Abstract

Based on project-based collaborative learning, this study attempts to evaluate the numeracy skills of prospective elementary education teachers. The study design is pretest-posttest control group, and the research methodology is experimental and quantitative. Purposive sampling strategies are used to create experimental and control classes.While project assignments are completed individually in the control class, they are administered in groups to the experimental class. Ten multiple-choice and yes-or-no (objective) questions are used in the pre-test and post-test results to gather information on students' numeracy proficiency. Project-based collaborative learning research findings are applied to enhance the numeracy skills of prospective elementary education teachers. The score's outcomes after acquiring the experimental class were 0.001 and The experimental class used group projects, while the control class used individual projects. The control class's pre-test and post-test collaborative learning results differed by less than 0.001.
The role of visual representation in primary student’s ability to solve fraction word problems Davina Aurelia; Slamet Arifin; Siti Faizah; Radeni Sukma Indra Dewi; Ratna Ekawati
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.729

Abstract

[English]: Difficulties in solving fraction word problems remain a persistent challenge in elementary mathematics education, as students struggle to translate written situations into appropriate mathematical representations and corresponding operations, or vice versa. This study explores how visual representation contributes to primary students’ ability to solve fraction word problems. Despite fractions being fundamental for mathematics advancement, students struggle with translating written problems into mathematical operations. Through a systematic literature review following the PRISMA framework, 28 peer-reviewed articles that were published between 2015 and 2025 were analyzed from Semantic Scholar, ERIC, and Scopus databases using the SPIDER tools for keyword selection. The findings reveal that area models were most frequently used, followed by number lines, bar models, and set models. Furthermore, the findings suggest that visual representations are associated with improved performance in solving fraction word problems and may support students’ conceptual understanding of fractions by organizing information and providing concrete illustrations of abstract concepts. [Bahasa]: Kesulitan dalam menyelesaikan soal cerita pecahan masih menjadi tantangan yang persisten dalam pendidikan matematika tingkat dasar, karena siswa mengalami kesulitan dalam menerjemahkan situasi soal tertulis menjadi representasi matematis yang tepat dan operasi yang sesuai atau sebaliknya. Penelitian ini mengkaji dampak representasi visual terhadap kemampuan siswa sekolah dasar dalam menyelesaikan soal cerita pecahan. Meskipun pecahan merupakan konsep dasar dalam perkembangan matematika, siswa sering kesulitan dalam menerjemahkan soal tertulis menjadi operasi matematika. Melalui tinjauan literatur sistematis berdasarkan kerangka kerja PRISMA, 28 artikel yang diterbitkan antara tahun 2015 dan 2025 dari database Semantic Scholar, ERIC, dan Scopus menggunakan alat SPIDER untuk pemilihan kata kunci. Temuan menunjukkan bahwa model area paling sering digunakan, diikuti oleh garis bilangan, model batang, dan model himpunan; selain itu, temuan tersebut juga mengindikasikan bahwa representasi visual berkaitan dengan peningkatan kemampuan dalam memecahkan soal cerita pecahan dan dapat mendukung pemahaman konseptual siswa tentang pecahan dengan cara mengorganisasikan informasi serta memberikan ilustrasi konkret atas konsep-konsep abstrak.
Co-Authors Goenawan Roebyanto Misye Agustin Tri Wahyuni Misye Agustin Tri Wahyuni Ni Luh Sakinah Nuraini Ni Luh Sakinah Nuraini Puri Selfi Cholifah Radeni Sukma Indra Dewi Ratna Ekawati Rifdah Afifah Rifdah Afifah Silva Nabila Silva Nabilla Silva Nabilla Siti Faizah Slamet Arifin Titis Angga Rini Yulia Linguistika