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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Journal of Instructional Mathematics Brillo Journal Journal of Educational Research and Practice
Arpilleda, Alcher J.
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Arts Education Mathematics Other

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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.
Paulinian Remote Flexible Learning Experience (ReFLEx): Perceptions among Junior High School Students Arpilleda, Alcher J.
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.239

Abstract

The COVID-19 pandemic necessitated a rapid shift to remote learning, posing unprecedented challenges for educational institutions worldwide. This study investigates the Paulinian Remote Flexible Learning Experience (ReFLEx) at St. Paul University Surigao, a program distinguished by its adaptive combination of synchronous and asynchronous learning, designed to maintain educational continuity and enhance student engagement. Employing an embedded mixed-methods approach, the research prioritizes quantitative data from 116 Grade 9 students while integrating qualitative insights from interviews with 10 purposefully selected informants. Findings indicate an overall very satisfactory assessment of ReFLEx, with teacher competence emerging as a particularly strong point (M=3.58, SD=0.56). However, the study reveals a statistically significant difference in ReFLEx assessment based on the respondent’s sex (z=-2.329, p = .020), suggesting nuanced gender-related experiences within the program. These results underscore the critical role of teacher training and sensitivity in blended learning environments and highlight the importance of considering demographic factors in program design. Practically, the study suggests targeted interventions to address disparities in student experiences and further enhance teacher support. Theoretically, it contributes to the growing body of knowledge on remote learning effectiveness, offering insights into the design and implementation of flexible educational models. The findings inform future planning and program development, supporting the refinement of ReFLEx and similar initiatives to optimize student learning outcomes in evolving educational landscapes.
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.
Mathematics Teachers' Views on Online Learning Implementation Barriers Arpilleda, Alcher J.; Resullar, Milagrosa P.; Budejas, Reubenjoy P.; Degorio, Ana Lea G.; Gulle, Reggienan T.; Somera, Mark Clinton J.; Sayod, Roderick; Galvez, Bernah Rizza May A.; Ariar, Myrna D.; Digal, Emelyn S.; Angob, Wilje Mae T.; Atis, Joe Mark Stephen D.
Journal of Instructional Mathematics Vol. 4 No. 1 (2023): Mathematical Learning: Strategies, Factors, and Challenges
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i1.1764

Abstract

Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.
Co-Authors Angob, Wilje Mae T. Ariar, Myrna D. Asiya, Siti Atis, Joe Mark Stephen D. Budejas, Reubenjoy P. Degorio, Ana Lea G. Digal, Emelyn S. Galvez, Bernah Rizza May A. Gulle, Reggienan T. Khotibul Umam Resullar, Milagrosa P. Sayod, Roderick Somera, Mark Clinton J. Suhardi, Andi