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All Journal Prima Magistra: Jurnal Ilmiah Kependidikan ANTHOR: Education and Learning Journal
Fransiska Jaiman Madu
Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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TEACHERS' PERCEPTION ON THE APPLICATION OF THE GASING METHOD IN LEARNING MATHEMATICS AT ELEMENTARY SCHOOLS IN MANGGARAI Mariana Jediut; Fransiska Jaiman Madu; Sabina Ndiung; Maria Diana Tilan; Yohanes Indra Purnama
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6360

Abstract

Motivated by the poor numeracy skills of primary school students in Manggarai Regency, this study examines teachers’ perceptions and experiences of implementing the Gasing method in mathematics classrooms, unlike previous studies that focused mainly on its impact on learning outcomes. The study aimed to describe teachers’ perceptions of using the method in the Langke Rembong sub-district. A descriptive qualitative approach was employed, with data collected through interviews and questionnaires; qualitative data were analysed using the Miles and Huberman model, while questionnaire data were analysed by percentage. The results indicate that most teachers perceive the Gasing method as effective in enhancing quick counting skills and understanding of basic mathematical concepts, although challenges remain in terms of limited training, diverse student readiness, and time constraints. These findings highlight the importance of teacher roles and institutional support in sustaining learning innovations, and suggest that the Gasing method has potential as an effective strategy for improving numeracy instruction in primary schools.
WRITING NARRATIVE TEXTS BASED ON MIND MAPPING IN PRIMARY SCHOOLS Fransiska Jaiman Madu; Mariana Jediut
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6790

Abstract

The ability to write texts for primary school students is low. Writing with good structure and coherence, and using the correct rules of the Indonesian language, seems difficult. This study aims to describe the text-writing skills of primary school students and the challenges they face. This research uses a mixed-methods approach with a sequential explanatory design. In practice, this mixed-methods approach combines qualitative and quantitative methods. Furthermore, this study uses student-composed texts as its data source. Fifteen grade IV students from SDI Cuncalawir provided the data. Data were collected through a text-writing test using concept maps. The value given is guided by indicators of text writing based on concept maps. The quantitative assessment guidelines for the text in question consist of the following: conformity of content with the concept map (score 20), writing structure (score 20), completeness of ideas (score 20), cohesion/coherence between paragraphs (score 20), and creativity in developing ideas (score 20). The assessment was based on a rubric. The results show that using concept maps helped the students with their writing. This is evident in the scores obtained by students in the 'Excellent' category. It is therefore suggested that teachers continue to use concept maps by setting students further challenges, such as enriching the content of concept maps with explanations.
Storytelling Partisipatif sebagai Wahana Literasi Membaca: Sebuah Kajian Progresivisme Fransiska Jaiman Madu; Mariana Jediut; Fabianus Hadiman Bosco; Kanisius Supardi
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.452

Abstract

Penelitian ini bertujuan mengonstruksi kerangka konseptual storytelling partisipatif sebagai wahana penguatan literasi membaca dalam perspektif filsafat pendidikan progresivisme, serta merumuskan sintaks alternatif pembelajaran yang relevan untuk siswa sekolah dasar. Latar belakang kajian ini berangkat dari rendahnya literasi membaca di Indonesia, baik berdasarkan asesmen internasional maupun temuan nasional, serta masih dominannya praktik pembelajaran membaca yang bersifat mekanis, berpusat pada guru, dan kurang memberi ruang bagi pengalaman, dialog, serta partisipasi aktif siswa. Penelitian ini menggunakan metode kajian pustaka dengan menelaah literatur terkait literasi membaca, storytelling, budaya partisipatif, dan progresivisme pendidikan. Hasil kajian menunjukkan bahwa storytelling partisipatif selaras dengan prinsip progresivisme karena menempatkan siswa sebagai subjek aktif yang membaca, menafsirkan, memodifikasi, menyusun, menceritakan kembali, dan merefleksikan cerita secara kolaboratif. Pendekatan ini tidak hanya memperkuat pemahaman bacaan, tetapi juga mengembangkan kemampuan berpikir kritis, kreativitas, keberanian mengemukakan gagasan, kepekaan sosial, serta kebiasaan berdialog secara demokratis. Sintaks pembelajaran yang dirumuskan meliputi tahap persiapan, kegiatan pendahuluan, kegiatan inti, presentasi, dan refleksi. Dengan demikian, storytelling partisipatif dapat dipandang sebagai strategi pedagogis progresif yang berpotensi merevitalisasi pembelajaran literasi membaca agar lebih bermakna, kontekstual, demokratis, dan transformatif.
Co-Authors Fabianus Hadiman Bosco Kanisius Supardi Maria Diana Tilan Mariana Jediut Sabina Ndiung Yohanes Indra Purnama