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All Journal FORUM PAEDAGOGIK Jurnal Hata Poda
Harahap, Syawal Fitrah
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Religion Education Languange, Linguistic, Communication & Media Other

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ANALYSIS OF GRADE V STUDENTS' DIFFICULTIES IN SOLVING MATHEMATICS PROBLEMS BASED ON LOCAL CULTURE Harahap, Syawal Fitrah; Hasibuan, Abrizal; Matondang, Akhirur Rhomadon; Saleh, Riswan; Simanjuntak, Susanti Maysura; Amir, Almira
FORUM PAEDAGOGIK Vol 16, No 1 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i1.16010

Abstract

Mathematics learning that is disconnected from the cultural context of students often makes it difficult to understand concepts, especially at the elementary school level. Integration of local culture through an ethnomathematics approach is believed to be able to bridge this gap, but has not been widely studied from the perspective of students' cognitive and contextual difficulties. This study aims to identify and analyze the forms of difficulties faced by fifth grade students in solving mathematics problems based on the local Batak Angkola culture. This study uses a qualitative descriptive approach with 37 fifth grade students at SD Negeri 200117 Padangsidimpuan as subjects. Data collection techniques include observation, semi-structured interviews, and analysis of student work artifacts. Validation is carried out through triangulation of sources and time. Five main types of difficulties were found: understanding cultural context (27.03%), mathematical conceptual errors (21.62%), procedural errors (18.92%), calculation errors (16.22%), and not solving problems (16.22%). The conclusion of this study is that dominant difficulties arise due to the low connection between cultural representations in problems and students' mathematical understanding. A contextual learning strategy is needed that is designed with strengthening cultural literacy so that the integration of ethnomathematics becomes more effective.
THE EXISTENCE OF CITIZENSHIP EDUCATION IN ELEMENTARY SCHOOLS IN STRENGTHENING NATIONAL CHARACTER Harahap, Syawal Fitrah
FORUM PAEDAGOGIK Vol 16, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i2.18010

Abstract

Civics Education (PKn) in elementary schools is understood as the initial foundation for the formation of national character and social morals in children. The relevance of this study arises from the need to review the position of PKn in the Independent Curriculum, especially since the implementation of P5, which emphasizes strengthening the Pancasila-based student profile. This research explores and summarizes 23 scientific publications from various reputable journals to examine how PKn works in building democratic awareness, tolerance, and national identity in the younger generation. Through qualitative meta-analysis, we found a shift in the orientation of PKn, from being normative to being more reflective and experience-based. The values of Pancasila, the use of Problem-Based Learning (PBL), multicultural learning strategies, and the use of digital media appear to provide space for the growth of cooperation, empathy, and a sense of nationalism in the classroom. These changes demonstrate that PKn not only introduces the concept of the state but also brings it to life in students' daily attitudes and behaviors. The main conclusion emphasizes that the sustainability of PKn depends on the ability to integrate moral values with digital media, participatory learning, and the social context of the school. With this orientation, Civics has strong potential to prepare young citizens who are resilient, ethical, and adhere to the values of Pancasila amidst the dynamics of modern education.
Synthesizing Effective Instructional Strategies for Enhancing Speaking Skills in Primary Education: A Qualitative Meta-Synthesis of 34 Empirical Studies Harahap, Syawal Fitrah; Ikawati, Erna
Jurnal Hata Poda Vol 4, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/hatapoda.v4i2.19055

Abstract

This study synthesizes effective instructional strategies for enhancing speaking skills among primary school learners through a qualitative meta-synthesis of thirty-four empirical studies. The analysis examines convergent findings across communicative, narrative, multimodal, collaborative, and formative approaches to identify core mechanisms supporting oral language development. Results indicate that meaningful communicative interaction, structured narrative organization, multimodal reinforcement, peer-based collaboration, and continuous formative feedback collectively contribute to substantial improvements in fluency, coherence, and expressive clarity. The cross-method consistency suggests that speaking proficiency emerges not from isolated techniques but from the interplay of cognitive, affective, and social learning processes. The resulting conceptual model offers an integrated framework for teachers to design holistic speaking instruction. Practically, this study highlights the importance of interactive, multimodal, and collaborative strategies in strengthening communication competence in primary education.
Co-Authors Almira Amir Hasibuan, Abrizal Ikawati, Erna Matondang, Akhirur Rhomadon Saleh, Riswan Simanjuntak, Susanti Maysura