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All Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Progresif Journal of the Indonesian Mathematics Education Society
Siswono, Tatag Eko Yuli
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Education Engineering Industrial & Manufacturing Engineering Mathematics Social Sciences Other

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Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens Widayati, Sri; Simatupang, Nurhenti Dorlina; Wiryanto, Wiryanto; Siswono, Tatag Eko Yuli; Blazic, Milena Mileva
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2258-2274

Abstract

Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens. Objectives: This study aims to examine the effectiveness of the storybook "10 Bottles of Milk " as a learning medium for backward counting and to explore teachers' perceptions of its implementation. Methods: The study used a mixed-methods explanatory sequential design. Quantitatively, a pretest–posttest design was used with 150 kindergarten children from 10 institutions (A–J) in Surabaya, Indonesia, each comprising 15 children. The instrument, a backward counting test, was analyzed using the Wilcoxon Signed-Rank Test. Qualitatively, interviews were conducted with 10 prospective teachers who carried out storytelling activities using the "10 Bottles of Milk" ledger and analyzed using a theme, accompanied by a word cloud visualization (word cloud) to capture the dominant word concept. Findings: The quantitative results showed an increase of 2.66 points in the average score from the pretest to the posttest (p < 0.001), indicating that the storybook "10 Bottles of Milk " had a significant effect on children's backward counting ability. The qualitative results show that the storybook of 10 Bottles of Milk effectively makes children understand the concept of counting back from 10-1. The results of quantitative and qualitative research consistently confirm that the storybook "10 Bottles of Milk " is an effective learning medium for backward counting in early childhood. Conclusion: Overall, the combination of quantitative and qualitative results indicates that the storybook "10 Bottles of Milk" is an effective learning medium for stimulating backward counting skills in early childhood. The use of predictive books with attractive visuals encourages children's active involvement in storytelling activities and supports the development of early numeracy in kindergarten.Keywords: mixed method, explanatory sequential, backwards counting, early childhood.
EXAMINING THE RELATIONSHIP AMONG BELIEFS, PEDAGOGICAL-MATHEMATICAL KNOWLEDGE, AND EARLY NUMERACY INSTRUCTION IN PRE-SERVICE TEACHERS: AN EXPLORATORY SEQUENTIAL MIXED-METHODS STUDY Widayati, Sri; Siswono, Tatag Eko Yuli; Wiryanto, Wiryanto; Mariana, neni; Wahyuni, Molli; Ekawati,, Rooselyna
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i2.54107

Abstract

Early numeracy provides a foundation for later mathematical learning, yet early instruction often falls short of developmental expectations. This exploratory sequential mixed-methods study examined how pre-service early childhood teachers' belief orientations and pedagogical-mathematical knowledge jointly relate to instructional practice in early numeracy. In Phase I, six pre-service teachers were purposively selected and studied through interviews, lesson-plan analysis, and teaching observation. Cross-case thematic analysis identified three dominant belief orientations, namely instrumentalist, Platonist, and problem-solving, together with hybrid profiles that revealed uneven links between symbolic and contextual approaches. In Phase II, 182 pre-service teachers from three public universities in East Java completed an expert-reviewed and empirically screened 90-item questionnaire measuring belief orientation, pedagogical-mathematical knowledge, and self-reported instructional practice. The integrated regression model explained 73.4% of the variance in instructional practice (R2 = 0.734, p < .001). Both belief orientation (β = 0.328, p < .001) and pedagogical-mathematical knowledge (β = 0.568, p < .001) significantly predicted practice, with pedagogical-mathematical knowledge emerging as the stronger predictor. The integrated findings suggest that beliefs shape pedagogical direction, whereas pedagogical-mathematical knowledge determines how effectively that direction can be enacted. The study contributes to the literature by showing that the belief-practice relationship in early numeracy is best understood as an enactment issue: beliefs orient teaching, but knowledge enables meaningful classroom implementation. The findings imply that teacher education should move beyond efforts to reshape beliefs alone and invest more systematically in topic-specific pedagogical knowledge of number concepts, representations, misconceptions, and scaffolding
Enhancing Junior High School Students’ Mathematical Problem-Solving Ability through GeoGebra-Assisted Project-Based Learning Aprilia, Siska; Harini, Novita Vindri; Siswono, Tatag Eko Yuli
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p61-68

Abstract

This study aims to describe the improvement in students' mathematical problem-solving abilities taught using a GeoGebra-assisted project-based learning model. This study is a quasi-experiment with a post-test only control group design. The population of this study was all eighth-grade students at SMP PGRI 2 Denpasar in the 2016/2017 academic year, distributed across 11 classes. The sample was determined using cluster random sampling to obtain 3 classes as the research sample. Data on students' mathematical problem-solving abilities were collected using an essay test. The results of the hypothesis test using ANOVA showed that Fcount = 29.7061 was greater than Ftable = 3.06. This means that there is a difference in mathematical problem-solving ability between students who participated in learning using the GeoGebra-assisted project-based learning model, the project-based learning model alone, and the 5M model. Therefore, a further test was conducted using the Scheffe test. Based on the Scheffe test and the average scores of each sample group, it was found that the mathematical problem-solving ability of students who participated in project-based learning assisted by GeoGebra was better than that of students who participated in project-based learning alone and students who participated in the 5M model. Furthermore, it was found that the mathematical problem-solving ability of students who participated in project-based learning was better than that of students who participated in the 5M model. Therefore, it can be concluded that the GeoGebra-assisted project-based learning model is better than the project-based learning model alone and the 5M learning model in improving students' mathematical problem-solving ability.
Co-Authors Aprilia, Siska Blazic, Milena Mileva Ekawati,, Rooselyna Harini, Novita Vindri Molli Wahyuni Neni Mariana Nurhenti Dorlina Simatupang Sri Widayati Wiryanto Wiryanto