Articles
<![CDATA[Efektivitas Penggunaan Media Interaktif Wordwall pada Pembelajaran Matematika Pembagian Bilangan Cacah Kelas 3 di Sekolah Dasar ]]>
<![CDATA[Namira Alfia Hikma]]>;
<![CDATA[Zahra Marta Hafidzah]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1350
<![CDATA[This study aims to measure the effectiveness of using the interactive media Wordwall in enhancing third-grade students' understanding of the concept of division of whole numbers. The subjects of this study consist of 24 students. The method used in this research is quantitative with an experimental design, which includes measuring the effectiveness of the interactive media Wordwall in teaching whole number division to third-grade students. Data were collected through pretests and posttests administered to one class to assess changes in students' learning outcomes before and after the implementation of the interactive media. The use of interactive learning tools like Wordwall can stimulate students' interest and motivation in learning. Activities in the form of games and quizzes demonstrate success in learning, as evidenced by the improvement in students' scores after participating in the learning process. The posttest scores of the students were higher compared to their pretest results, and the average score of the third grade also increased, from 49.1 to 80. This learning media is capable of capturing students' attention and facilitating their understanding, thereby accelerating and enhancing their learning outcomes. Overall, the application of the interactive media Wordwall has a positive impact on students' learning results and their active participation in the classroom.]]>
<![CDATA[Variasi Kemampuan Siswa dalam Memahami Konsep Pembelajaran Matematika di Sekolah Dasar (SD) : Tantangan dan Solusi Pengajaran ]]>
<![CDATA[Adzra Kamila Paustina]]>;
<![CDATA[Dita Sabilla Azahra]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1351
<![CDATA[This research discusses variations in students' ability to understand mathematical concepts as well as the challenges faced by teachers in adapting effective teaching strategies. Differences in mathematical understanding between students are often caused by factors such as educational background, learning motivation, and the teaching methods applied. This article examines adaptive teaching solutions, such as problem-based learning, the use of educational technology, and collaborative approaches to help teachers meet the needs of students with varying levels of understanding. The method used in this research is a descriptive qualitative method. By using observation and interviews as data collection methods, this research found that differences in students' mathematical understanding abilities were caused by internal and external factors, such as motivation, academic background, and teaching methods. The research results show that students have different abilities in understanding mathematics learning concepts.]]>
<![CDATA[Analisis Kesulitan Siswa Kelas 4 dalam Memahami Konsep Pecahan dan Implikasinya terhadap Pembelajaran Matematika ]]>
<![CDATA[Nurul Aulia Rahma]]>;
<![CDATA[Siti Amalia Aunilla]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1356
<![CDATA[This study aims to analyze the difficulties of grade 4 students in understanding the concept of fractions and their impact on mathematics learning. The research participants consisted of 4th grade students at an elementary school in City Research finds that many students have difficulty understanding the concept of fractions, especially in dividing fractions, simplifying, and comparing fractions. Apart from that, it was also found that this difficulty was related to a lack of understanding of basic number concepts and poor basic mathematical operation skills. The results of this research indicate that there is a need to improve the structure and focus of learning so that students understand the concepts better. The use of more interactive learning media also needs to be considered to increase student understanding. The aim of this research is to help grade 4 students overcome difficulties in understanding the concept of fractions in mathematics learning. Through interactive learning, it is hoped that the mathematics learning process can be improved.]]>
<![CDATA[Analisis Pengaruh Strategi Polya dalam Meningkatkan Kemampuan Interpretasi Soal Cerita Matematika Materi Operasi Hitung Campuran pada Siswa Kelas V SD ]]>
<![CDATA[Erna Sri Mardani]]>;
<![CDATA[Sahida Nur Arofah]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1357
<![CDATA[This study aims to determine the effect of Polya's strategy in improving students' interpretation ability in solving problems contained in story problems on mixed number operations. The method used in this research is a pre-experimental design method with one-group pretest-posttest design type with quantitative research model. The population used in this study were grade V students of SDN X, Lubang Buaya Village, Cipayung District, East Jakarta as many as 13 students. The research data collection technique is using multiple choice questions and essay instruments given to students at the beginning and end of learning. The results showed that there was an influence on students' interpretation ability in solving math story problems on mixed number counting operation material. This is evidenced by the results of the Paired Sample T-test data analysis with a significance value <0.05, which is 0.000 so that H0 is rejected and H1 is accepted. So it can be concluded that there is an influence on the ability to interpret math story problems on mixed number operations using Polya's learning strategy for fifth grade students at SD X.]]>
<![CDATA[Pengaruh Penggunaan Alat Peraga terhadap Pencapaian Hasil Belajar Matematika dalam Materi Pembagian di sekolah Dasar ]]>
<![CDATA[Husna Nabila]]>;
<![CDATA[Aina Salsabila]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1365
<![CDATA[This study aims to examine the impact of using visual aids on students' mathematics achievement in division material at the elementary school level. The method implemented was a quasi-experiment using a pretest-posttest group design. The subjects of this study were third-grade elementary school students, divided into two groups: the experimental group, which used visual aids, and the control group, which applied conventional methods. The study's findings indicate that the experimental group, which applied visual aids, showed a significant improvement in mathematics achievement, particularly in division material. The average pretest score of the experimental group was 75.2, while the posttest score increased to 80.9. Based on data analysis, it can be concluded that the use of visual aids has a positive impact on students' mathematics achievement in division material.]]>
<![CDATA[Analisis Kendala dalam Pembelajaran Bangun Datar di Sekolah Dasar : Tantangan bagi Guru dan Siswa ]]>
<![CDATA[Jennie Jevera Nathaniela Almi]]>;
<![CDATA[Mohammad Dwiyan Ramadhan]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1366
<![CDATA[This research aims to analyze the obstacles faced in learning flat shapes in elementary schools, both by teachers and students. The research method used is descriptive qualitative through observation and interviews with teachers in elementary schools. The research results show that the main obstacles faced by teachers are limited interactive learning media and limited time to practice the material in depth. Meanwhile, obstacles for students are difficulties in understanding abstract concepts and lack of interest in mathematical material. Based on the results of the analysis, this research suggests using more varied learning media and developing more interactive teaching strategies to increase students' understanding and interest in learning flat figures.]]>
<![CDATA[Pengaruh Media Interaktif Educaplay pada Pembelajaran Matematika di Kelas III SD ]]>
<![CDATA[Aisyah Falah Agdiyah]]>;
<![CDATA[Syukriyah Mustopa]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 6 (2024): Desember : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i6.1367
<![CDATA[This research examines the impact of using Educaplay interactive media on improving mathematics learning outcomes for grade III students. Based on a comparison of the results before and after the test, Educaplay was proven to increase student learning completion levels from 60% to 86.67%. Apart from that, Educaplay increases student motivation and involvement in the learning process so that it is more interactive and interesting. Educaplay provides a more diverse learning experience and helps students gain a deeper understanding of mathematics content.These results show that the use of technology-based media in learning has a positive impact on student achievement and participation and improves the quality of mathematics learning at the elementary school level.These results recommend the use of Educaplay as a learning medium to encourage active student participation and improve learning outcomes.]]>
<![CDATA[Pengaruh Pembelajaran Matematika Metode Gasing Terhadap Hasil Belajar Penjumlahan Bilangan Cacah Siswa Kelas 3 SD ]]>
<![CDATA[Rara Dini Alianti]]>;
<![CDATA[Vira Febrianty]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 4 (2024): Desember : Jurnal Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v2i4.4161
<![CDATA[The main reason underlying this research is that many students feel that mathematics is a difficult subject, which leads to low learning outcomes in this subject. This research aims to explore the influence of the spinning top learning method on the addition of whole numbers in class III students in elementary schools. Using a quantitative experimental research design, data was obtained through pre-test and post-test to evaluate student skills. The results of the analysis show that the application of the top method significantly improves student learning outcomes, with the average post-test score being higher than the average pre-test score. From this research, it can be concluded that: (1) The mathematics learning method used has proven to be very effective. (2) The test results show an increase in students' mathematical abilities. (3) The spinning top method has a positive impact in improving mathematics learning skills, especially for class III students. This research also shows that this method has proven effective in increasing motivation. and students' understanding of mathematical concepts.]]>
<![CDATA[Penerapan Konsep Geometri pada Siswa Sekolah Dasar Menggunakan Geoboard sebagai Alat Peraga Digital yang Interaktif ]]>
<![CDATA[Viki Ardiansyah]]>;
<![CDATA[Muhammad Farras Qoid Mufadhol]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 4 (2024): Desember : Jurnal Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v2i4.4177
<![CDATA[Geoboard digital as an interactive educational tool to impart the principles of geometry in elementary school mathematics education. The primary objective of this study is to assess the efficacy of integrating geoboardDigital as an interactive learning medium for teaching geometry concepts in elementary school, while also evaluating the impact of its usage on students' comprehension and visualization skills in geometry. Additionally, it aims to compare the effectiveness of geoboardDigital with traditional methodologies in geometry education, as well as assess student response and engagement levels when utilizing geoboardDigital. Employing a qualitative descriptive approach, this research delves into how the integration of technology such as geoboardDigital enhances understanding and student engagement in geometry education. Data collection is carried out through observation, interviews, and field notes, with data triangulation methods utilized for analysis. The findings of this study demonstrate that the application of geoboardDigital effectively enhances students' visualization and comprehension of geometric concepts through its interactive functionalities. Interview results indicate that students find geoboardDigital to be easily accessible and engaging, particularly in creating geometric shapes using pins and virtual ribbons.]]>
<![CDATA[Analisis Penggunaan Media Pembelajaran Kreatif dalam Pembelajaran Matematika Sekolah Dasar Kelas 1 ]]>
<![CDATA[Chiara Meliani]]>;
<![CDATA[Syifa Qonita Khairunnisa]]>;
<![CDATA[Kowiyah Kowiyah]]>
<![CDATA[ Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 4 (2024): Desember : Jurnal Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[International Forum of Researchers and Lecturers ]]>
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DOI: 10.59581/konstanta.v2i4.4179
<![CDATA[This research aims to analyze the comparison of using contextual learning media (concrete) involving technology in improving the mathematics learning outcomes of first-grade elementary school students. The research method used is a qualitative method with a descriptive approach. Data collection was conducted through observation, interviews, and documentation to understand students' interactions with creative learning media and its impact on their understanding of basic mathematical concepts. The results of this study indicate that the use of learning media, both contextual (concrete) and involving technology, such as visual aids and educational games, can increase students' interest in learning, help them understand the material more easily, and have a positive impact on their mathematics learning outcomes. It is hoped that the use of innovative and creative learning media can continue to be applied in mathematics education to support the cognitive development and interest of students in mathematics from an early age. However, the use of concrete learning media involving counting boards and jumping frogs is hindered by time efficiency.]]>
