Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Brillo Journal
Arpilleda, Alcher J.
Unknown Affiliation
Arts Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development and Utilization of Domino Card Media in Thematic Learning of Mathematics for Elementary School Students Asiya, Siti; Umam, Khotibul; Suhardi, Andi; Arpilleda, Alcher J.
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 14 No. 2 (2024): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v14i2.13951

Abstract

Learning media can facilitate students' and educators' teaching and learning processes by increasing students' learning motivation. Learning media attract students' attention and act as a conduit for messages between educators and students. They make the material easier to understand and prevent boredom. This study aims to 1) Produce Domino Card learning media for Mathematics for class II at Madrasah As-Syafi'iyah Kencong Jember, 2) Determine the feasibility of the Domino Card learning media, and 3) Assess the effectiveness of the Domino Card learning media. The study used the Research and Development (R&D) method and the ADDIE model, which involved ten students from class II at Leces Islamic Elementary School. The final product, Modified Domino Card media, was validated by media, material, and learning experts, resulting in a validity score of 93%, categorizing it as very valid. The N-Gain Score calculation showed an average learning outcome increase of 83%, indicating the media's effectiveness. Thus, domino card learning media is valid and effective in improving the thematic learning of mathematics content in class II of Madrasah As-Syafi'iyah Kencong Jember. Innovative learning media such as Domino Cards can increase student motivation and engagement in the learning process, thus helping students better understand the material more interestingly and interactively.
Learning Gap Assessment in Integrated Mathematics 9 Arpilleda, Alcher J.; Resullar, Milagrosa P.; Budejas, Reubenjoy P.; Degorio, Ana Lea G.; Gulle, Reggienan T.; Somera, Mark Clinton J.
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.39

Abstract

The pandemic has profoundly impacted education, posing unprecedented challenges that demand immediate attention. Thus, this study was conducted to identify intervention activities that may be introduced on the learning gaps in Integrated Mathematics 9 for the First Quarter of the School Year 2022-2023. A quantitative quasi-experimental research using a pretest-posttest design was employed in this study and conducted on the 31 Grade 9 students of St. Paul University Surigao during the First Quarter of the School Year 2022-2023. A validated test was used to conduct the pretest and posttest to assess the learning gaps in Mathematics 9. Frequency, percentage distribution, and paired t-test were used in analyzing the data gathered. This study found that there are least-mastered competencies in the First Quarter of Mathematics 9. In addition, there is a significant difference in the pre-and posttest performance of the learners, especially after giving intervention activities such as drill, practice exercises, tutoring sessions, or small group instruction, peer tutoring and collaborative learning, expanded opportunity, explicit and technology-assisted instruction. Thus, the intervention improved learner performance and addressed least-mastered competencies. It is recommended for mathematics teachers to design further intervention materials targeting other least-learned competencies.
Co-Authors Asiya, Siti Budejas, Reubenjoy P. Degorio, Ana Lea G. Gulle, Reggienan T. Khotibul Umam Resullar, Milagrosa P. Somera, Mark Clinton J. Suhardi, Andi