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All Journal Delta-Phi Jurnal Pendidikan Matematika Assyfa Journal of Multidisciplinary Education
Setiawan, Ruly Eko
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Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Understanding the Role of Simulation-Based Mathematics Learning Media in Developing Early Childhood Cognitive Abilities Setiawan, Ruly Eko; Karim, Samuel
Delta-Phi: Jurnal Pendidikan Matematika Vol. 3 No. 1 (2025): Delta-Phi: Jurnal Pendidikan Matematika (April)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v1i3.46

Abstract

This study aims to understand the role of simulation-based mathematics learning media in developing the cognitive abilities of early childhood. This media is an interactive approach that utilizes a digital or virtual environment to represent mathematical concepts in a concrete and engaging manner for children. Through simulation, children can explore, manipulate, and solve mathematical problems directly, thereby encouraging active engagement and meaningful learning. Recent studies have shown that the use of simulation media can improve conceptual understanding, critical thinking skills, and problem-solving abilities in early childhood. Simulation also provides an adaptive learning experience that can be tailored to the needs and learning styles of each child, effectively accommodating the diversity of cognitive abilities in the classroom. In addition, simulation media supports cognitive development in accordance with Piaget's and Vygotsky's theories, where children learn through active interaction with the environment and guidance from adults. This study highlights the importance of selecting and developing simulation media that are appropriate to the cognitive developmental stage of early childhood, as well as the need to evaluate the effectiveness of these media through valid and reliable measuring instruments. Thus, simulation-based mathematics learning media has the potential to be an innovative solution in improving the quality of mathematics learning and supporting the optimal cognitive development of early childhood.
Analisis Kesulitan Numerasi Limit Fungsi pada AKM Level 4-6: Dukungan Implementasi SDG 4 Anam, Muhammad; Setiawan, Ruly Eko; Vedianty, Adinda Syalsabilla Aidha; Darmayanti, Rani
Assyfa Journal of Multidisciplinary Education Vol. 1 No. 1 (2023): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v1i1.917

Abstract

Latar belakang penelitian ini adalah adanya kesenjangan fundamental an- tara tuntutan Penalaran Numerasi tingkat tinggi dalam Asesmen Kompetensi Minimum (AKM) Level 4-6 dengan realitas kemampuan siswa SMA dalam me- mahami materi abstrak Limit Fungsi Aljabar, sebuah fondasi krusial bagi kal- kulus. Kondisi ini mengancam upaya pencapaian Tujuan Pembangunan Berke- lanjutan (SDG) 4, yakni menjamin kualitas pendidikan yang inklusif dan mera- ta. Tujuan utama penelitian ini adalah untuk mengidentifikasi, mengklasifika- sikan, dan menganalisis secara mendalam kesulitan spesifik (konseptual, pro- sedural, dan penalaran) yang dihadapi siswa SMA dalam menyelesaikan soal penalaran numerasi AKM Level 4-6 materi limit. Metode yang digunakan ada- lah kualitatif deskriptif, dengan data utama diperoleh dari hasil tes diagnostik dan wawancara semi-terstruktur, dianalisis menggunakan kerangka Analisis Kesalahan Newman untuk mendiagnosis akar masalah. Hasil penelitian uta- ma menunjukkan kesulitan paling dominan adalah Kesulitan Konseptual (45%) dan Penalaran Numerasi (35%), jauh melampaui Kesulitan Prosedural (20%). Secara kognitif, pola kesalahan didominasi oleh Transformation Error (gagal memilih strategi prinsip) dan Encoding Error (gagal menginterpretasikan hasil limit dalam konteks soal), yang mencerminkan kerapuhan konsep. Kesimpul- an dari temuan ini menegaskan bahwa proses pembelajaran di kelas yang ma- sih berorientasi pada hasil dan hafalan rumus (*result-oriented*) menciptakan kesenjangan Pengetahuan Konseptual-Prosedural (Hiebert) yang fundamental, menyebabkan siswa tidak mampu bernalar adaptif. Oleh karena itu, peneliti- an ini mengonfirmasi kebutuhan mendesak akan strategi pembelajaran yang secara eksplisit fokus pada pemahaman makna Limit Fungsi Aljabar.
Co-Authors Adinda Syalsyabilla Aidha Vedianty Anam, Muhammad Karim, Samuel Rani Darmayanti