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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya MASALIQ: Jurnal Pendidikan dan Sains Jurnal Profesi Pendidikan (JPP)
Imada Khairunisa
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Peningkatan Minat Belajar Matematika Melalui Pendekatan Technological Pedagogical And Content Knowledge (TPACK) Pada Siswa Kelas II SD Maya Hilma Khoirunnisa; Diana Ermawati; Imada Khairunisa
Jurnal Profesi Pendidikan Vol. 4 No. 1 (2025): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i1.27241

Abstract

The problem addressed in this research is the low interest in mathematics learning among second-grade students at SDN Demangan, which is attributed to conventional teaching methods and the minimal use of technology in the learning process. The purpose of this study is to enhance students' interest in mathematics by implementing the Technological, Pedagogical, and Content Knowledge (TPACK) approach. This study employed Classroom Action Research (CAR) using the spiral model developed by Kemmis and McTaggart, which includes planning, action, observation, and reflection stages. The research was conducted in two cycles during the even semester of the 2024/2025 academic year. Data were collected using observation and a learning interest questionnaire and analyzed using the Guttman Scale in percentage form. The results indicated a significant improvement in students' learning interest: in the pre-cycle stage, student interest was at 45% (categorized as sufficient), increased to 70% in the first cycle (high category), and reached 87% in the second cycle (very high category). The application of the TPACK approach successfully created a more engaging and enjoyable learning environment, encouraging student participation. This study concludes that the TPACK approach is effective in increasing the interest of second-grade students in mathematics learning at Demangan Elementary School, Kudus.
Peningkatan Pemahaman Konsep Matematika melalui Pendekatan Etnomatematika Berbasis Kebudayaan Kudus Kelas I Sekolah Dasar Syahida Asma Amanina; Diana Ermawati; Imada Khairunisa
YASIN Vol 5 No 3 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i3.5740

Abstract

Understanding basic mathematical concepts at the elementary school level plays an important role as a foundation for students in solving mathematical problems. Current mathematics learning still emphasizes conventional lecture methods, causing many students to struggle with internalizing mathematical concepts. One innovation that can be applied is the ethnomathematics approach, which links mathematical concepts with local culture. This study aims to determine the improvement in understanding mathematical concepts through a culture-based ethnomathematics approach in Grade I at SDN Demangan. The research was conducted in two cycles of Classroom Action Research (CAR) using the Kemmis & McTaggart model. The subjects of the study consisted of 4 male students and 1 female student. Data were collected from the results of the mathematical concept understanding tests and analyzed descriptively. The results indicate an increase in the percentage of completeness from 20% in the pre-cycle to 40% in Cycle I, and further increased to 80% in Cycle II. These findings suggest an improvement in understanding mathematical concepts through the culture-based ethnomathematics approach in Kudus.
Implementasi Pendekatan TARL dalam Pembelajaran Diferensiasi untuk Meningkatkan Pemahaman Konsep IPAS Siswa Kelas VI Aprilia Sabela Rosyidah; Diana Ermawati; Imada Khairunisa
MASALIQ Vol 5 No 3 (2025): MASALIQ: Jurnal Pendidikan dan Sains
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v5i3.5793

Abstract

This study aims to improve the conceptual understanding of Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial or IPAS) among sixth-grade students at SDN Demangan Kudus through the implementation of the Teaching at the Right Level (TaRL) approach within the context of differentiated instruction. The background of this research is the low level of conceptual understanding of IPAS and the gap in students’ initial abilities and basic literacy due to the use of a uniform instructional model. The method used was classroom action research based on the Kemmis and McTaggart model, with 15 students as subjects. Data collection techniques included interviews, observation, tests, and documentation. The results showed a gradual improvement in conceptual mastery of IPAS, increasing from 46.66% in the pre-cycle to 73.33% in the first cycle, and further to 80% in the second cycle. These findings indicate that the application of the TaRL approach in differentiated instruction effectively addresses students’ learning needs more accurately. The conclusion of this study is that instructional strategies tailored to students’ individual skill levels can significantly enhance conceptual understanding of IPAS at the elementary level and contribute to the development of more inclusive and adaptive learning models.
Co-Authors Aprilia Sabela Rosyidah Diana Ermawati Maya Hilma Khoirunnisa Syahida Asma Amanina