Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Dinasti International Journal of Education Management and Social Science jurnal dikdas bantara
Mayang Sari, Siti
Unknown Affiliation
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Inggris Yusari , Rita; Novita, Rita; Syarfuni; Mayang Sari, Siti
Jurnal Dikdas Bantara Vol.8 No.2 (2025)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v8i2.7169

Abstract

Mathematics learning in elementary schools often faces challenges in improving students' conceptual understanding, especially in fractions. A fifth-grade teacher at Sd Negeri 61 Banda Aceh City, Mrs. N, said in an interview session that during the teaching and learning process in the classroom, teachers still tend to use lecture methods as is generally used so that the teaching and learning process in the classroom is conventional and lacks creativity during learning, students are unable to implement it into real life. The Realistic Mathematics Education (RME) approach provides a solution by connecting mathematical concepts with real-life contexts, making it easier for students to understand and apply fraction concepts more meaningfully. This study aims to analyze the implementation of the RME model in fraction learning and its effect on elementary school students' conceptual understanding. The research method used is a quasi-experimental study with a pretest-posttest control group design. The research subjects consisted of fifth-grade elementary school students who were divided into an experimental group (with RME) and a control group (with conventional methods). The research instruments included conceptual understanding tests, observations, and interviews to obtain quantitative and qualitative data. The results showed that students who learned with the RME approach experienced a more significant increase in conceptual understanding compared to students who learned using conventional methods. RME-based learning can help students construct fraction concepts through exploration of contextual situations, group discussions, and reflection on problem-solving strategies. Therefore, using this approach can be an effective strategy in improving the quality of fraction learning in elementary schools.
Analysis of Teachers' Pedagogical Skills in Improving the Quality of Learning in Elementary Schools Malia, Neni; Mayang Sari, Siti; Zahraini, Zahraini
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 6 (2025): Dinasti International Journal of Education Management and Social Science (Augus
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i6.5813

Abstract

This study aims to review the implementation of improving teacher pedagogical competence at SD Negeri 2 Seunagan, Nagan Raya Regency. Pedagogical competence is an important ability that must be possessed by every teacher in designing, implementing, and evaluating learning. Based on the results of observations there are teachers who teach using conventional methods. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews and documentation. The research informants consisted of five subject teachers. The results of the study indicate that training and support from the principal have a positive impact on improving teacher pedagogical competence, which includes student understanding, curriculum development, designing and implementing educational learning, and evaluating learning outcomes. This finding confirms that the role of teachers provides direct changes to thinking patterns and improving student learning outcomes. Strategic techniques are needed to improve the quality of the learning process in schools through training activities for teachers according to curriculum needs. This study is expected to be a reference for teachers to continue to improve their pedagogical quality through training, active cooperation in schools and character in developing themselves with the quality of learning as professional teachers.
Co-Authors Malia, Neni Rita Novita Syarfuni Syarfuni Yusari , Rita Zahraini Zahraini