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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) AKSIOMA KALAMATIKA Jurnal Pendidikan Matematika Desimal: Jurnal Matematika ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL PENDIDIKAN TAMBUSAI Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Autentik : Jurnal Pengembangan Pendidikan Dasar MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Riset Pembelajaran Matematika Sekolah Koordinat : Jurnal Pembelajaran Matematika dan Sains Pasundan International of Community Services Journal (PICS-J) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Pedagogia: Jurnal Ilmiah Pendidikan Al-Irsyad Journal of Mathematics Education International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pendidik Indonesia SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Mathematics Education Journal
Rohimah, Siti Maryam
Universitas Pasundan
Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Dahlan, Taufiqulloh; Iskandar, Dadang; Rohimah, Siti Maryam; Nurhadi, Moh.; Hamdani, Acep Roni
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.31971

Abstract

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.
PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN VIDEO ANIMASI TERHADAP PENINGKATAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK SEKOLAH DASAR Rohim, Ihsan Saeful; Ramlan, Ramlan; Rohimah, Siti Maryam
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 1 (2026): Vol. 6 No. 1 Edisi Februari 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i1.4121

Abstract

Penelitian ini dilatar belakangi oleh rendahnya hasil belajar matematika peserta didik di SDN Sukanagara 01, di mana 51,86% peserta didik belum mencapai Kriteria Ketuntasan Tujuan Pembelajaran (KKTP) pada materi pecahan. Permasalahan utama meliputi kesulitan peserta didik dalam memahami konsep pecahan, rendahnya motivasi belajar, dan pembelajaran yang masih berpusat pada guru. Penelitian ini bertujuan mengkaji pengaruh model Problem Based Learning (PBL) berbantuan video animasi terhadap peningkatan hasil belajar matematika peserta didik. Rumusan masalah meliputi: (1) bagaimana gambaran proses pembelajaran dengan model PBL berbantuan video animasi, (2) apakah terdapat perbedaan hasil belajar yang signifikan, (3) seberapa besar peningkatan hasil belajar, dan (4) seberapa besar efektivitas model PBL berbantuan video animasi. Penelitian menggunakan metode kuantitatif dengan desain quasi-experimental tipe nonequivalent control group design pada 54 peserta didik kelas IV yang dibagi menjadi kelas eksperimen (27 siswa) dan kelas kontrol (27 siswa). Instrumen penelitian berupa tes hasil belajar matematika materi pecahan yang telah divalidasi dengan reliabilitas 0,858 (sangat baik). Hasil penelitian menunjukkan: (1) implementasi model PBL berbantuan video animasi berjalan sangat baik dengan rata-rata aktivitas guru 86,325% dan peserta didik 88,15%; (2) terdapat perbedaan hasil belajar yang sangat signifikan (p=0,001<0,05) dengan rata-rata kelas eksperimen 82,41 dan kelas kontrol 49,26; (3) peningkatan hasil belajar kelas eksperimen mencapai 74,91% (kategori tinggi) sedangkan kelas kontrol hanya 23,19% (kategori rendah); (4) efektivitas model PBL berbantuan video animasi tergolong sangat tinggi dengan effect size 3,901 (kategori besar). Temuan ini menunjukkan bahwa kombinasi model PBL dan video animasi efektif meningkatkan hasil belajar matematika peserta didik sekolah dasar.
Conceptual and procedural errors of pre-service elementary teachers in solving educational research statistics problems Rohimah, Siti Maryam; Putri, Sarah Anida; Helsa, Yullys
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32327

Abstract

Pre-service elementary teachers often make errors in educational research and problem-solving, highlighting the need to examine the nature and causes of these errors. This study employed a qualitative descriptive case study design to identify the types of errors made by Elementary School Teacher Education (ESTE) students in solving educational research statistics problems and to examine the factors contributing to these errors. The participants were 58 ESTE students enrolled in a statistics course at a private university in Indonesia. Data were collected through problem-solving tests, interviews, and classroom observations. The test instrument was used to assess students’ understanding of statistical concepts, while interviews and observations explored cognitive and contextual factors influencing error occurrence. The findings indicate that conceptual errors occurred in 17% of cases and procedural errors in 22%. Conceptual errors were primarily due to difficulties interpreting statistical software outputs, whereas procedural errors were associated with inaccuracies in applying formulas and performing calculations. These findings contribute to a clearer theoretical understanding of conceptual and procedural errors in statistics learning and highlight the need for instructional approaches that balance conceptual and procedural aspects in educational research statistics.
Innovation in Numeracy Learning Through Immersive Media for Pre-Service Teachers in Professional Education Rohimah, Siti Maryam; Indriyani, Yuni; Nugraha, Eggie; Subaryo, Subaryo
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v10i2.36651

Abstract

This research presents an innovative approach to numeracy instruction for pre-service elementary school teachers using holographic images. The primary contribution is the integration of low-cost, mobile-based holographic prototyping within teacher education to enhance spatial reasoning, foster interdisciplinary learning, and support experiential pedagogy. This research aims to analyze prospective teachers' perspectives on holographic media in numeracy learning, with a focus on their experiences in designing and evaluating hologram prototypes for classroom use. A qualitative methodology was adopted, involving 59 pre-service teachers from an elementary teacher education program. Data collection utilized questionnaires and semi-structured interviews, with thematic analysis employed to identify key patterns and themes. Participants engaged in an iterative design process, developing and testing several holographic prototypes, which resulted in a truncated pyramid configuration optimized for mobile-based projection. The analysis identified four principal themes: interdisciplinary applicability, pedagogical strategies for young learners, development of holographic problem-solving skills, and improved spatial–structural understanding. The findings suggest that holographic learning activities enhance student engagement, deepen conceptual understanding, and strengthen both spatial and collaborative skills. This study extends the literature on numeracy and STEM education by illustrating the effective integration of immersive holographic media into pre-service teacher training as a practical and pedagogically valuable instructional innovation. 
Co-Authors Ahmad Ahmad Ahmad, Ahmad Anaya, Salma Nur Andinisa Rahmaniar, Andinisa Anisa Nurjanah, Anisa Beni Yusepa Ginanjar Putra Carlian, Yayan Dadang Iskandar, Dadang Dadang Juandi Darhim Darhim Darta, Darta Faizah, Hanim Farah, Zahida Fazriyah, Nurul Fitria, Amie Hamdani, Acep Roni Hendrayani, Dhea Indriyani, Yuni Inggriyani, Feby Jayawarsa, A.A. Ketut Kusmaharti, Dian Luluk Faridah Meilany, Parida Moh Nurhadi Moh. Nurhadi Moh. Nurhadi, Moh. Muhammad Rifqi Mahmud Ningtias, Auliyah Indah Nugraha, Eggie Nurcahyo, Anggoro Ari Nurdiansah, Yusup Nurfadhilah, Tiara Rossa Nurhadi, Mohd. Oktapianti, Bunga Yasmin Permana, Jaka Praja, Azis Lukman Pratiwi, Inne Marthyane Putri, Sarah Anida R, Salma Fauziah Rachman, Zulfikar Ali Ramlan Ramlan, H. Reva Intelliana Anggraeni Rina Indriani Rohim, Ihsan Saeful Siti Sholiha Nurfaidah Subaryo, Subaryo Sufyani Prabawanto, Sufyani Taufiqulloh Dahlan Trian Pamungkas Alamsyah, Trian Pamungkas Turmudi Via Yustitia Wahyu Sopandi Wulandari, Cindy Wulandari, Eka Dyah Ayu Yullys Helsa Yuni Indriani Yusepa, Beni