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Neni Maulida
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DEEP LEARNING DALAM PEMBELAJARAN MATEMATIKA DI SD Maharani, Lily; Arie Rakhmat Riyadi; Neni Maulida
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.25442

Abstract

Mathematics learning at the elementary school (SD) level still faces various challenges. One of the main challenges is the low interest and understanding of students toward mathematical concepts taught through conventional methods. Teaching approaches that tend to be mechanistic and memorization-based often make it difficult for students to deeply understand concepts and apply them in everyday life. To build meaningful understanding (deep learning), students need to be fully present cognitively, affectively, and metacognitively during the learning process. The concept of mindfulness can serve as an approach to encourage students to be more present and engaged in the learning process.The data in this study were collected from articles that met the inclusion and exclusion criteria described in the research methodology, and were filtered using Publish or Perish. Based on a literature review of 10 articles, it was found that the deep learning approach has a positive impact on students’ understanding, fostering critical, creative, and analytical thinking skills. The results of this research are expected to contribute to the development of more meaningful mathematics learning practices that focus on conceptual understanding for elementary school students.
PROSES KONTRUKSI PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI PENDEKATAN CPA DALAM PEMBELAJARAN MATEMATIKA SD Hafizhotul Millah, Nabila; Arie Rakhmat Riyadi; Neni Maulida
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.25451

Abstract

Mathematical concept understanding is the main foundation in learning mathematics, however, its application in elementary schools still faces challenges. This study aims to describe the construction process of mathematical concept understanding through the concrete-pictorial-abstract approach to find students' thinking patterns in constructing the meaning of the concepts learned. A qualitative approach with a descriptive design was used in this study. The subjects of this study were 25 third grade students of SDN Kayuringin Jaya VI Bekasi City. Data were collected through participatory observation and analyzed using Miles and Huberman interactive techniques. The results of this study show that the CPA approach helps students in building conceptual understanding gradually from concrete object manipulation, visual representation, to symbolic understanding. Students not only receive material, but are also actively involved in the exploration of concepts based on direct experience, strengthening their understanding and internalization of the material. Nevertheless, challenges such as the use of manipulative objects at the concrete stage is often considered by students as a mere game remains a major obstacle. In conclusion, learning with the CPA approach has great potential to improve the quality of mathematics learning in elementary schools, especially in building understanding of mathematical concepts gradually and meaningfully, the three stages of CPA help students understand mathematical concepts better.
Co-Authors Arie Rakhmat Riyadi Hafizhotul Millah, Nabila Maharani, Lily