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All Journal Desimal: Jurnal Matematika Jurnal Citra Pendidikan Anak Jurnal Citra Pendidikan Anak
Ewol, Novalia Sudiatik
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH METODE EKSPOSITORI DALAM PEMBELAJARAN MATEMATIKA TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR Woli, Roslinan Tia; Ewol, Novalia Sudiatik; Dhone, Maria Valentina; Jebabun, Faldianus; Liu, Silvia Lidya Nage; Fono, Yasinta Maria
Jurnal Citra Pendidikan Anak Vol. 2 No. 1 (2023): Jurnal Citra Pendidikan Anak
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcpa.v2i1.1616

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran ekspositori terhadap hasil belajar siswa sekolah dasar. Metode penelitian yang digunakan penulis adalah metode kuantitatif. Teknik pengumpulan data dilakukan dengan kegiatan wawancara dan telaah buku yang dilakukan oleh anggota kelompok. Hasil penelitian menunjukan bahwa hasil belajar siswa yang baik harus didukung oleh metode mengajar guru yang baik pula. Guru bisa menggunakan metode mengajar yang disesuaikan dengan keinginan dan minat siswa.
PENGARUH METODE EKSPOSITORI DALAM PEMBELAJARAN MATEMATIKA TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR Woli, Roslinan Tia; Ewol, Novalia Sudiatik; Dhone, Maria Valentina; Jebabun, Faldianus; Liu, Silvia Lidya Nage; Fono, Yasinta Maria
Jurnal Citra Pendidikan Anak Vol. 2 No. 1 (2023): Jurnal Citra Pendidikan Anak
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcpa.v2i1.1616

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran ekspositori terhadap hasil belajar siswa sekolah dasar. Metode penelitian yang digunakan penulis adalah metode kuantitatif. Teknik pengumpulan data dilakukan dengan kegiatan wawancara dan telaah buku yang dilakukan oleh anggota kelompok. Hasil penelitian menunjukan bahwa hasil belajar siswa yang baik harus didukung oleh metode mengajar guru yang baik pula. Guru bisa menggunakan metode mengajar yang disesuaikan dengan keinginan dan minat siswa.
An analysis of students’ difficulties in multiplication and division of large numbers (thousands and millions) in social arithmetic at junior high school Bhoke, Wilibaldus; Finu, Maria Dafrosa; Ewol, Novalia Sudiatik
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202530484

Abstract

This study aims to analyze students’ difficulties in solving multiplication and division problems involving large numbers, specifically thousands and millions, within the context of social arithmetic at SMP Negeri 2 Bajawa. The participants consisted of 65 seventh-grade students from classes VIID and VIIF, and a descriptive qualitative approach was employed to obtain an in-depth understanding of the types and underlying factors of these difficulties. Data were collected through participant observation, in which the researcher acted as both teacher and observer, documenting learning activities, students’ responses to instructional strategies, procedural errors, place value difficulties, and problem-solving strategies used during the learning process. Data analysis was conducted descriptively through the stages of data reduction, data organization, interpretation, and conclusion drawing. The findings indicate that students experienced interconnected difficulties related to conceptual understanding, procedural competence, and place value knowledge. Conceptually, students tended to treat multiplication and division as mechanical procedures without understanding their meanings, leading to errors in selecting appropriate operations for word problems. Procedurally, students often applied calculation steps inconsistently, resulting in inaccurate solutions, while difficulties in place value were evident in the incorrect positioning of thousands and millions digits. In addition, limited practice, low learning motivation, and weak connections between mathematical tasks and real-life contexts contributed to students’ difficulties. These results suggest that students’ challenges in large-number operations are influenced by conceptual understanding, procedural skills, place value knowledge, problem-solving strategies, and learning context, highlighting the importance of contextual and problem-based mathematics instruction supported by regular practice to improve students’ ability to solve social arithmetic problems effectively.
Co-Authors Dhone, Maria Valentina Finu, Maria Dafrosa Jebabun, Faldianus Liu, Silvia Lidya Nage Wilibaldus Bhoke Woli, Roslinan Tia Yasinta Maria Fono