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All Journal REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan
Welly Novitasari
STKIP PGRI Pacitan
Education Languange, Linguistic, Communication & Media Mathematics Other

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Number sense profile of prospective elementary school teachers in blended Mathematics learning Welly Novitasari; Herwin Herwin; Supartinah Supartinah; Putri Wulandari; Budiharti Budiharti
REID (Research and Evaluation in Education) Vol 10, No 1 (2024)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.51394

Abstract

Number sense is a skill that contributes significantly to learning mathematics. However, number sense is often positioned as a fundamental skill whose development is more focused on children. The contribution of number sense in mathematics is even more apparent at higher levels of education. Ironically, number sense seems ignored and has become a rarely studied topic in higher education. Thus, the student’s number sense ability profile seems buried with various problems. This study aims to reveal the profile of prospective elementary school teachers’ number sense abilities and the factors causing their failure in solving math problems during the implementation of blended learning. This study uses a qualitative approach with 37 prospective elementary school teachers as research subjects. The observation of the test and lecture activities is the data collection method. The results showed that the prospective elementary school teachers’ number sense ability was still relatively low. Based on the components, the order of number sense abilities is from the highest, namely: (1) knowledge and number facilities with the achievement of 14.41%; (2) knowledge and facilities for number operations with the achievement of 8.12%; and (3) knowledge and facilities of numbers and operations for computing settings with an achievement of 1.8%. The low number sense ability is caused by the habit of solving problems procedurally and the failure to solve problems due to misconceptions, not understanding concepts, inaccuracy, inability to understand questions, and difficulty representing fractions. Various factors causing the failure arose due to the limitations of implementing blended learning.
How do Teachers Enhance Elementary School Students’ Numeracy Through the Integration of Singing and Jarimatika Methods? Welly Novitasari; Herwin
Jurnal Penelitian Pendidikan Vol 15 No 1 (2023): Jurnal Penelitian Pendidikan
Publisher : LPPM Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jpp.2023.15.1.8

Abstract

This research aims to reveal teachers' efforts to improve the numeracy of lower grade elementary school students using singing and Jarimatika methods. This research is a type of qualitative research with a case study approach. Research data was collected from elementary school teachers and low-grade elementary school students using observation and interviews. The results of the research show that the teacher's efforts to integrate the singing and Jarimatika methods were carried out using the song "Balonku Ada Lima" whose lyrics were replaced with addition and subtraction rules using the Jarimatika method. Jarimatika rules are taught by singing while simulating number symbols to introduce the concept of place value. Improving number operation skills is carried out by combining the concept of scaffolding, peer tutoring, and drill and practice of calculating using Jarimatika. This combination of methods aims to make it easier for students to strengthen their numeracy skills using Jarimatika method.
Co-Authors Budiharti Budiharti Herwin Putri Wulandari Supartinah -