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All Journal Asian Journal Collaboration of Social Environment and Education Jurnal Riset Ilmiah
Yusuf, Chairil Anaz
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Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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ANALISIS PERAN GURU DALAM MENGELOLA HASIL BELAJAR SISWA DI SDN 8 DUNGALIYO, GORONTALO Yusuf, Chairil Anaz; Pomalingo, Samsi; Nurainun, Nurainun
SINERGI : Jurnal Riset Ilmiah Vol. 2 No. 3 (2025): SINERGI : Jurnal Riset Ilmiah, Maret 2025
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/sinergi.v2i3.1033

Abstract

This research aims to analyses the role of teachers in managing student learning outcomes at SDN 8 Dungaliyo, Gorontalo. Using a qualitative and phenomenological approach, data were collected through participant observation, in-depth interviews, and documentation. The results indicate that a variety of teaching methods, such as lectures, discussions, and demonstrations, significantly contribute to the improvement of student learning outcomes. The use of formative and summative assessments helps teachers provide constructive feedback to enhance students' understanding. Furthermore, effective classroom management and a positive learning environment increase student engagement. Parental involvement and the utilization of technology also prove to be important in supporting the learning process. This study concludes that collaboration among teachers and a differentiated approach in identifying students' learning needs can enhance the quality of education. However, the challenges of managing diverse student abilities require special attention from educators to ensure that each student can achieve their maximum potential.
Enhancing conceptual understanding in elementary mathematics through technology integration and socially responsive teaching Hida, Siti Rodiyah; Kalani, Thahira Wahyuni W.K.E.; Ibrahim, Yuniar Marhamah S.; Babay, Melan Septiani; Pakaya, Angsi; Manorek, Ivana; Yusuf, Chairil Anaz; Arifin, Irvin Novita; Isnanto, Isnanto
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 2: (January) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i2.2026.2538

Abstract

Background: Elementary education is shaped by social contexts and learning environments that influence students’ academic development. Mathematics learning, particularly basic number operations, remains challenging due to abstract content and limited contextual instruction. Technology-based learning media offer an innovative approach to improving engagement, equity, and learning outcomes within diverse educational settings. Methods: This study adopted a qualitative case study approach to examine the integration of science and technology in elementary mathematics learning, particularly in teaching basic number operations. Data were collected through classroom observations and semi-structured interviews with the homeroom teacher to explore instructional strategies, learning dynamics, and the use of technology-based learning media. Findings: The findings indicate that students experienced significant difficulties in understanding basic number operations due to abstract content and limited interactive learning experiences. The integration of technology-based learning media, particularly interactive and visual digital tools, increased student engagement, motivation, and conceptual understanding of mathematics. Effective technology use, supported by appropriate infrastructure and teacher creativity, transformed mathematics learning into a more active, meaningful, and student-centered process. Conclusion: Based on these things, it can be concluded that teachers need to improve their competence in providing good pedagogy to students in the classroom. With the advancement of digitalization, it can be a solution and improve the learning process of students in mathematics subjects in elementary schools. Novelty/Originality of this article: This study offers original insight by situating technology-integrated mathematics learning within the social and educational environment of elementary classrooms, highlighting how teacher-driven digital pedagogy can address learning inequities and foster more inclusive, student-centered outcomes in line with interdisciplinary social–education perspectives.
Co-Authors Babay, Melan Septiani Hida, Siti Rodiyah Ibrahim, Yuniar Marhamah S. Irvin Novita Arifin Isnanto Isnanto Ivana Manorek Kalani, Thahira Wahyuni W.K.E. Nurainun Nurainun Pakaya, Angsi Samsi Pomalingo, Samsi