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All Journal AR-RIAYAH : Jurnal Pendidikan Dasar Bulletin of Science Education
Andika Arisetyawan
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Religion Education Social Sciences

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Efektivitas Permainan Congklak Berbantuan Etnomatematika terhadap Kemampuan Berpikir Kritis Matematis Kelas II Sekolah Dasar Ratu Asmaarobiyah; Andika Arisetyawan
AR-RIAYAH: Jurnal Pendidikan Dasar Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v8i2.11482

Abstract

Mathematical critical thinking ability is a very important thing needed in solving various problems, especially in the field of mathematics. The ethnomathematics-assisted congklak game can be a learning medium used in improving mathematical critical thinking skills. Congklak ethnomathematics is a traditional game that can teach mathematical facts, skills, concepts and principles. This study aims to determine whether there is an effectiveness of the integration of congklak game assisted by ethnomathematics on students' mathematical critical thinking skills on the material of number counting operations in grade II SD. The sample of this study was grade II SDN Cipanas. The research method used is quantitative with experimental techniques, quasi experimental design, and non-equivalent control group design which is analysed using the help of SPSS 29 for Windows. Data collection methods are tests in the form of descriptions and documentation. Based on the results of research data analysis and discussion, it is concluded that learning by using ethnomathematics-assisted congklak game media (experimental class) improves much better than learning by using a conventional method approach (control class) on students' mathematical critical thinking skills on number operations. As well as the integration of learning media in the form of ethnomathematics-assisted congklak game is considered to have moderate quality and is quite effective in providing a significant increase in students' mathematical critical thinking skills in number operations. Meanwhile, learning with a conventional method approach is considered to have low quality and is not effective in providing a significant increase in students' mathematical critical thinking skills in number operations.
How Does Realistic Mathematics Education (RME) Improve the Numeracy Skills of Students in Elementary School? Irfan Fauzi; Jiraporn Chano; Andika Arisetyawan
Bulletin of Science Education Vol. 5 No. 2 (2025): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v5i2.1844

Abstract

This research aims to determine the impact of realistic mathematics education on the numeracy skills of elementary school students. The population of this study is fourth-grade students in elementary schools in Bandung. The sample in this study consists of 82 students from fourth grade at one of the elementary schools in Bandung. This research uses a positivist paradigm with a quantitative approach. The method used is a pre-experiment. The instrument is a numeracy test comprising 35 questions (multiple choice, complex multiple choice, matching, fill in the blank, and essay). The test material includes geometry and statistics. Data analysis using Microsoft Excel to calculate descriptive statistics and SPSS type 24 to calculate inferential statistics. The results show that the significance of the Wilcoxon test is 0.000. This means there is a difference in the pre-test and post-test scores of numeracy skills of 4th-grade elementary school students.  The average pre-test score is 47, and the post-test score is 69. After implementing the Realistic Mathematics Education (RME) approach, students' numeracy skills increased by 22 points. Based on the N-Gain score of 0.42, this improvement in students' numeracy skills is categorized as medium. This study implies the importance of Realistic Mathematics Education in mathematics learning and recommends its consistent application and the development of relevant teaching materials for elementary school students.
Co-Authors Irfan Fauzi Jiraporn Chano Ratu Asmaarobiyah