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All Journal Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
W, Wahyunengsih
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Mathematics Education Students' Perceptions of the Impact of Parental Involvement on Mental Health Hidayat, Salma Nabilah; Umaami, Nayla Shofiyyatul; W, Wahyunengsih
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 5 (2025): Volume 3, Nomor 5, June 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15716721

Abstract

This study examines mathematics education students' perceptions of the impact of parental involvement on their mental health. This study uses a quantitative approach through data collection by distributing an online questionnaire divided into three categories of questions, namely cognitive aspects, affective aspects, and psychomotor aspects, to 32 respondents. From the average obtained, the results stated agreement with the statements in the questionnaire, reaching 75% choosing Strongly Agree and Agree. Here, it shows that, in general, mathematics education students have a positive tendency in terms of responding to parental involvement. It is proven that many of them experience high academic pressure due to parental expectations. The form of impact that arises due to this pressure is anxiety, fear of failure, emotional stress, and open communication between parents and students to reduce academic stress and maintain mental well-being. This study shows a need for balanced parental involvement, which supports children without feeling burdened.
Mathematical Literacy Ability and Critical Thinking Significantly Influence A Person’s Effectiveness In Solving Mathematical Problems Sulistyanti, Erin Zahra; Sofyan, Rindu Asmarani; W, Wahyunengsih
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 6 (2025): July 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15931156

Abstract

The objective of this research endeavor is to ascertain the extent to which an individual's capacity for critical thinking and mathematical literacy influences their efficacy in addressing mathematical problems The study employs a document analysis strategy, systematically reviewing and synthesizing current scholarly literature to find patterns and indicators that connect mathematical literacy and critical thinking to effective problem-solving. The study looks at how common these indicators are across different academic journals and publications, to figure out if critical thinking and mathematical literacy are generally accepted as important elements in effective mathematical problem-solving. According to the data, the vast majority of the literature that was assessed specifically includes mathematical literacy and critical thinking as important factors affecting the results of problem-solving. In particular, the data demonstrates that more journals and publications favor including these indicators than do not. This indicates a substantial consensus among scholars that critical thinking, characterized by analytical reasoning, evaluation, and synthesis, alongside mathematical literacy, which is delineated as the capability to understand, apply, and interpret mathematical concepts in diverse contexts, are both crucial for effective resolution of mathematical problems. This analytical discourse underscores the imperative to integrate mathematical literacy alongside critical thinking competencies within educational paradigms to enhance students' proficiency in problem-solving. By delivering empirically grounded evaluations that possess the capacity to shape curriculum innovation, instructional methodologies, and assessment strategies tailored to promote these critical skills, the research contributes significantly to the existing dialogue concerning mathematics pedagogy
Obstacles and Challenges of Elementary School Students in Learning Mathematics with Quizzes Media Khanaya, Mutia Madani; Sashena, Nasya Putri; W, Wahyunengsih
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 6 (2025): July 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16485185

Abstract

This study was motivated by the difficulties experienced by elementary school stuThis research is motivated by the difficulties of elementary school students in learning mathematics in using quizzes at school. This study aims to identify and analyze the inhibiting factors that affect elementary school students in learning mathematics using quiz media. This research method combines quantitative and qualitative approaches by collecting data from questionnaires and interviews with several students. The results of the study stated that there were several students who felt obstacles and barriers to learning, such as delays in understanding basic mathematical concepts, difficulties in operating the technological devices used, time pressure that limited students to answer questions correctly and differences in abilities between students. In conclusion, the challenges and obstacles to the use of quizzes in elementary school students arise from various aspects, namely pedagogical, psychological, technical and conceptual understanding. Of the four aspects, pedagogical obstacles are the most dominant.
Implementation of The Jarimatika Method In Elementary School Shevana Permata Sari, Meisya; Kaltsum, Talitha Nabilah; W, Wahyunengsih
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 6 (2025): July 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16495431

Abstract

Jarimatika is a finger counting technique which makes the counting process more practical and fun for learners. This study aims to evaluate the effectiveness of this method in teaching mathematics on an upper-primary level, identify the barriers and facilitators to its implementation, and examine the perceptions of students and teachers concerning this pedagogical change. The study was carried out using a mixed-method approach, which included baseline and final testing alongside in-depth interviews and observations over several months. The findings demonstrated that Jarimatika was helpful in improving the students’ ability to count, motivating them to learn, and actively engaging them during the lessons. In addition, students’ confidence on the resolved math problems improved. However, the adaptation and training phases of teachers pose challenges which stem from lack of understanding of the method and minimal time to integrate it into lesson planning. More research is needed to determine the effects of the Jarimatika method on long-term academic outcomes, attitudes towards mathematics, and the sustained use of this technique in multiple educational contexts.
Comparative Study of Elementary School Student’s Mathematics Learning Motivation In Offline And Online Learning Falatah, Fachri Akbar; Nabila, Kafka; W, Wahyunengsih
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 6 (2025): July 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16522500

Abstract

This study compares elementary school students motivation to learn mathematics in offline face-to-face) and online (online) learning. The method used is a quantitative approach with a comparative design. The sample in this study were students in grades IV and V from one elementary school who implemented learning in the two models. Data were collected through a validated learning motivation questionnaire and analyzed using the t-test. The results of the study showed that students learning motivation in offline learning was higher than in online education. Factors influencing this difference include the intensity of interaction with the teacher, the classroom atmosphere, and the students ability to manage their time independently. This study recommends adaptive and interactive learning strategies in online learning, especially for elementary school students who still need intensive guidance.
Co-Authors Falatah, Fachri Akbar Farida, Santi Hidayat, Salma Nabilah Kaltsum, Talitha Nabilah Khanaya, Mutia Madani Nabila, Kafka Rahman, Andhika Sashena, Nasya Putri Sastra, Dela Zelinka Shevana Permata Sari, Meisya Sofyan, Rindu Asmarani Sulistyanti, Erin Zahra Umaami, Nayla Shofiyyatul Vansello, Alan