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All Journal Algebra : Jurnal Pendidikan Sosial dan Sains
Hendrikson R Panjaitan
Universitas Audi Indonesia
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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EFFORTS TO IMPROVE STUDENTS' MATHEMATICAL COMMUNICATION ABILITIES BY IMPLEMENTING THE THINK-TALK-WRITE (TTW) LEARNING STRATEGY ON PLANE-SIDED SPACE TOPICS OF ELEMENTARY SCHOOL STUDENTS Hendrikson R Panjaitan; Melda Oktika Ginting; Zulmawati
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 1 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/9ngxbv41

Abstract

This project seeks to improve sixth-graders' mathematics communication abilities and find ways to teach prisms and pyramids at State Elementary School 060912. Classroom Action Research (CAR) was used. The subjects were 27 sixth-graders. The Think-Talk-Write learning technique was used to improve students' mathematics communication skills. Tests and observation were employed in this investigation. Both cycles of this study ended with a mathematics communication skills test. A validator checked the test before administering it. The first cycle survey found that 77.78% of pupils understood writing (moderate), 59.26% understood representation (poor), and 74.07% acquired classical mastery (adequate). The second cycle showed that 88.89% of pupils understood writing, 85.19% understood representation, and 88.89% reached classical mastery. Observers rated the researcher's learning management as good in the first cycle (83.33 points) and good in the second cycle (88.89 points). Learning through the TTW strategy, media additions, more extensive problem-solving procedures in the LAS than in the first cycle, and group size decrease to 3-4 students improved mathematics communication abilities.  According to the above description, the Think-Talk-Write learning technique can improve sixth-grade students' mathematical communication skills when teaching prisms and pyramids at State Elementary School 060912.
IMPROVING LEARNING OUTCOMES THROUGH THE PICTURE AND PICTURE MODEL INTEGRATED WITH WORDWALL IN IPAS FOR GRADE IV STUDENTS Melda Oktika Ginting; Hendrikson R Panjaitan
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 1 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/s8v2xk46

Abstract

This study aims to improve students’ learning outcomes through the Picture and Picture learning model integrated with the Wordwall application in the IPAS subject for fourth-grade students. The research employed a quantitative approach with a pre-experimental design (one-group pretest–posttest design). The sample consisted of all 28 students in Class IVA at SD Negeri 101740 Tanjung Selamat, comprising 9 male and 19 female students. Data were collected using learning achievement tests administered before and after the intervention, as well as observation and documentation techniques. The collected data were then analyzed quantitatively. The findings indicate that the use of Wordwall significantly improved students’ learning outcomes, as evidenced by the increase in mean scores from the pretest to the posttest. This improvement reflects a higher level of understanding of the instructional material. Furthermore, the integration of the Picture and Picture model with Wordwall was effective and engaging, fostering interactive learning through visual representations and digital quiz activities. Students demonstrated greater participation, focus, and enthusiasm during lessons. In addition to enhancing conceptual understanding, the model also supported the development of students’ critical thinking and collaborative skills. In conclusion, the Picture and Picture model supported by the Wordwall application can serve as an effective alternative instructional strategy for improving students’ learning outcomes.
Co-Authors Melda Oktika Ginting Zulmawati