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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Teaching and Learning in Elementary Education Unri Conference Series: Community Engagement Journal on Mathematics Education
Ahmad, Sagheer
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Investigating the effect of manipulatives on mathematics achievement: The role of concrete and virtual manipulatives for diverse achievement level groups Ahmad, Sagheer; Siller, Hans-Stefan
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp979-1002

Abstract

This study investigates the impact of integrating both concrete and virtual manipulatives on the mathematics achievement of fifth-grade students across different achievement levels (low, average, and high). Utilizing a quasi-experimental design with pre- and post-tests, a convenience sample of fifth-grade students was randomly assigned to either a control or experimental group. The data collection instruments, consisting of separate pre- and post-tests on the same mathematical concepts, underwent thorough validity and reliability testing. Initial assessments demonstrated that the achievement levels between the control and experimental groups were comparable prior to the intervention. The experimental group received instruction that incorporated both concrete and virtual manipulatives, whereas the control group followed traditional teaching methods. Following a 12-week intervention period, a post-test was administered. The data were analyzed using parametric paired-sample t-tests and one-way ANCOVA, ensuring that all underlying assumptions were satisfied. The findings revealed significant improvements in post-test scores among students in the experimental group, regardless of their initial achievement levels. Although low-achieving students in the control group also showed progress, their gains were less substantial compared to those in the experimental group. This study highlights the potential benefits of incorporating both concrete and virtual manipulatives in fifth-grade mathematics instruction to enhance academic achievement.
INTEGRATED DEVELOPMENT OF MALAY ETHNOMATHEMATICS: DESIGNING STUDENT WORKSHEETS ON ADDITION AND SUBTRACTION OF INTEGERS Ramadhani, Tasya Manty; Putra, Zetra Hainul; Fendrik, Muhammad; Ahmad, Sagheer
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 3 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i3.9779

Abstract

The use of unengaging and decontextualized worksheets has been identified as a significant barrier to the effective learning of mathematical concepts in elementary schools, leading to diminished student interests and understanding. This study aims to address this issue by developing interactive student worksheets grounded in Malay ethnomathematics, specifically tailored for teaching addition and subtraction to second-grade elementary students. An ethnographic approach was adopted to integrate ethnomathematical concepts with local cultural contexts, thereby enhancing the relevance and engagement of the learning experience. The research employed a Research and Development (R&D) methodology, utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) as the framework for development. Data collection was collected through interviews, observations, and questionnaires, with a sample size of sixteen students. The findings of the study revealed the following: (1) The quality of the developed student worksheets was categorized as valid, based on evaluations by three validators specializing in language, content, and media. The validation scores were 93% for language, 93% for content, and 100% for media. (2) The practicality of the worksheets was assessed by both teachers and students, with teachers rating the practicality at 82% and students at 81%. In conclusion, the developed student worksheets were found to be both valid and practical, making them suitable for implementation in elementary school settings. This study underscores the potential of culturally contextualized educational materials to enhance students’ engagement and understanding in mathematics.  
Exploring Ethnomathematics in a Malay Traditional House and Architecture on Meranti Island as a Geometry Learning Resource for Elementary School Atik Luthfia Cahyani; Putra, Zetra Hainul; Witri, Gustimal; Ahmad, Sagheer
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 8 No. 2 (2025): August 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

Traditional architecture often reflects the cultural values, local wisdom, and mathematical thinking of a community. In Meranti Island, traditional Malay houses contain rich geometric elements that have yet to be fully explored in the context of mathematics education. This research aims to investigate the traditional Malay house and architectural designs in Meranti Island a culturally relevant resource for teaching geometry in elementary schools. This study lies in integrating ethnomathematics into the elementary geometry curriculum by utilizing local architectural heritage, which has received limited academic attention. An ethnographic approach was employed to gain a deep understanding of the cultural and mathematical aspects embedded in the traditional architecture. This method was chosen as it allows researchers to capture the contextual meaning and lived experiences of the community through interviews, observations, documentation, and field notes. The findings reveal that traditional Malay houses in Meranti Island incorporate a variety of geometric concepts. Flat shapes identified include squares, rectangles, triangles, rhombuses, parallelograms, and trapezoids, while solid shapes include cubes, cuboids, cylinders, and triangular prisms. These findings demonstrate that traditional architectural elements can serve as meaningful and contextual learning materials for geometry instruction. The practical implication of this study is the development of culturally responsive teaching strategies that connect students' local environments with mathematical concepts. This approach not only enhances students’ understanding of geometry but also fosters appreciation for local culture and identity through mathematics learning.
Workshop On Strengthening Deep Learning In Mathematics For Supporting Elementary School Teachers’ Spasial Competences In Riau: A Preliminary Survey Putra, Zetra Hainul; Alim, Jesi Alexander; Sari, Intan Kartika; Oktaviani, Cici; Melihayati, Ningrum; Fadillah, Rizki Rahmali; Anggraini, Shinta; Aljarrah, Ayman; Ahmad, Sagheer
Unri Conference Series: Community Engagement Vol 7 (2025): Seminar Nasional Pemberdayaan Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/unricsce.7.537-545

Abstract

The Indonesian education curriculum continues to change over time. Currently, the government is focusing on strengthening deep learning, including in mathematics. This presents new challenges for teachers, especially elementary school teachers in Riau Province. Therefore, Community Service activities are needed to strengthen deep learning in mathematics and support the spatial abilities of these teachers. A total of 25 teachers in Riau Province were involved in the implementation of this community service activity. The results of the initial survey were conducted to measure teachers' perceptions of deep learning in mathematics and their spatial abilities. The results obtained were obtained that these teachers have a very good perception of deep learning in mathematics, with a score of 84, while their spatial abilities are still in the moderate category, with a score of 69.20. Therefore, this Workshop on strengthening deep learning in mathematics is needed to support the spatial abilities of elementary school teachers in Riau Province.
Co-Authors Aljarrah, Ayman Atik Luthfia Cahyani Cici Oktaviani Fadillah, Rizki Rahmali Gustimal Witri Intan Kartika Sari, Intan Kartika Jesi Alexander Alim Melihayati, Ningrum Muhammad Fendrik Ramadhani, Tasya Manty Shinta Anggraini, Shinta Siller, Hans-Stefan Zetra Hainul Putra