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All Journal Indonesian Journal of Primary Science Education (IJPSE) Media Pendidikan Matematika
Amelia Amri, Mira
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Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pedagogical Konten Knowledge dalam Numerasi: Studi pada Calon Guru Sekolah Dasar Amelia Amri, Mira; Citra Aprilia, Anggi; Aruwiyantoko, Anggit
IJPSE Indonesian Journal of Primary Science Education Vol 5 No 2 (2025): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v5i2.8922

Abstract

Numeracy skills are essential competencies that students must possess to face the challenges of 21st-century life. Numeracy encompasses not only the ability to perform calculations but also includes conceptual understanding, application in real-life contexts, and data-driven decision-making. This article aims to explore in depth the Pedagogical Content Knowledge (PCK) of prospective elementary school teachers in solving numeracy problems. The study seeks to examine the PCK of prospective elementary school teachers in the context of numeracy, focusing on cognitive analysis and decision-making in mathematical problem-solving. Using a qualitative exploratory approach, data were collected through numeracy tests and interviews with students enrolled in an elementary teacher education program (PGSD). The findings reveal that the PCK of prospective elementary school teachers in numeracy consists of four main components: content knowledge, knowledge of students, knowledge of instructional strategies, and contextual knowledge. Specifically, it was found that the prospective teachers have a solid understanding of basic numeracy concepts but face challenges in applying effective strategies to address student errors. The study recommends further development in teacher training, particularly in decision-making and the adaptation of instructional strategies to suit students’ characteristics.
Peran Strategis Problem-Based Learning Dalam Mengoptimalkan Keterampilan Pemecahan Masalah Siswa Sekolah Dasar Pada Mata Pelajaran PPKN Putri Sugiharto, Anggie; Amelia Amri, Mira; Putra, Adi
IJPSE Indonesian Journal of Primary Science Education Vol 6 No 1 (2025): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v6i1.9662

Abstract

This study aims to explore the effectiveness of the Problem-Based Learning (PBL) approach as an instructional strategy that fosters students’ problem-solving abilities in real-world contexts, particularly in the teaching of Civics Education (PPKn) at the elementary school level. A qualitative descriptive method was employed through a literature review of 42 national and international scholarly articles, which were then narrowed down to the 10 most relevant sources based on contextual relevance, publication quality, and thematic focus. The findings indicate that PBL consistently encourages students to think critically, address contextual problems, and engage actively in group discussion and collaboration. Moreover, this approach enhances students’ understanding of civic values, cultivates reflective thinking, and promotes social responsibility. The study highlights the importance of repositioning the teacher’s role—from a transmitter of knowledge to a facilitator who stimulates students’ active participation and independent thinking. These findings offer practical implications for developing a more participatory, contextual, and transformative learning strategy in Civics Education, particularly one aligned with the developmental characteristics of elementary students. Ultimately, the research contributes to the advancement of pedagogical models aimed at shaping young citizens who are solution-oriented and embody the values of Pancasila.
Mathematical Understanding in Problem Solving as Viewed through the Lens of Mathematics Anxiety among Elementary School Students Choiriah, Siti; Amelia Amri, Mira; Yunus, M
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18296

Abstract

This study aims to examine students’ mathematical understanding in solving mathematical problems viewed from their levels of mathematical anxiety. The research employed a qualitative descriptive approach and was conducted at MI Attaqwa 26 Bekasi with 33 fifth-grade (VA) students as research subjects. The instruments used in this study consisted of a mathematical anxiety questionnaire to categorize students’ anxiety levels, a geometry problem-solving test to assess students’ mathematical understanding, and semi-structured interviews to explore students’ reasoning processes in depth. Data were collected through questionnaires, written tests, and interviews, and were analyzed using qualitative data analysis techniques, including data reduction, data presentation, and conclusion drawing. The results of the study indicate that students with high mathematical anxiety were still able to demonstrate good mathematical understanding, as they could correctly interpret mathematical concepts and symbols, connect mathematical concepts to construct meaningful knowledge, explain mathematical ideas in their own words, apply concepts to new problem situations, and draw conclusions as well as generalize mathematical principles to solve various types of geometry problems. These findings suggest that high mathematical anxiety does not necessarily impede students’ mathematical understanding in problem-solving activities.
Co-Authors Adi Putra Anggit Aruwiyantoko Citra Aprilia, Anggi M Yunus Putri Sugiharto, Anggie Siti Choiriah