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All Journal International Journal of Asian Education Mudabbir: Journal Research and Education Studies
Pasha, Nazwa
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Kesalahan Newman pada Materi Geometri dan Pengukuran Siswa Kelas 1 di SD Pelangi Nadia, Sarah; Septiandari, Aurelia; Rambe, Nadia Fitriani; Siregar, Yulia Armaini; Pasha, Nazwa; Oktania, Saiba
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1967

Abstract

Penelitian ini bertujuan untuk menyelidiki jenis-jenis kesalahan yang dilakukan siswa kelas 1 Sekolah Dasar Pelangi dalam memecahkan masalah geometri dan pengukuran menggunakan kerangka Analisis Kesalahan Newman (NEA). Keterampilan geometri dan pengukuran merupakan dasar literasi numerasi yang krusial pada usia dini, namun berdasarkan pengamatan, siswa kelas bawah masih menghadapi tantangan pemahaman yang signifikan. Menggunakan pendekatan kualitatif, data dianalisis berdasarkan lima tahap NEA: membaca, pemahaman, transformasi, keterampilan proses, dan pengkodean. Hasil penelitian menunjukkan bahwa kesalahan Pemahaman merupakan jenis kesalahan yang paling dominan, terjadi pada semua subjek, mencerminkan kesulitan siswa dalam menafsirkan makna informasi dan persyaratan tugas yang diminta terkait perbandingan panjang, berat, waktu, dan posisi objek. Selain itu, kesalahan Transformasi menjadi kesalahan dominan kedua, di mana siswa gagal menerjemahkan informasi lisan atau visual (seperti representasi 3D) menjadi konsep atau model matematika yang tepat. Kesalahan lain, seperti membaca, keterampilan proses, dan pengkodean juga ditemukan pada variasi kategori siswa, menunjukkan perlunya penguatan ketelitian dan verifikasi hasil. Kesalahan-kesalahan ini menyoroti pentingnya memperkuat literasi matematika sejak usia dini, khususnya pada tahap Pemahaman dan Transformasi, untuk mencegah kesalahpahaman konseptual yang persisten. Oleh karena itu, kerangka NEA terbukti efektif sebagai metode sistematis bagi guru untuk mengidentifikasi secara spesifik lokasi kesalahan kognitif siswa dan merancang intervensi pembelajaran yang lebih sesuai dan terarah sesuai kebutuhan perkembangan mereka.
The Role of Teachers in Developing Creativity In Elementary School Age Children Pasha, Nazwa; Arwila; Ramadhani, Jopani; Mirza, Raifan Syafiq; Utami, Tri Setia; Siregar, Hapni Laila
International Journal of Asian Education Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v6i4.502

Abstract

The purpose of this study is to analyze the role of elementary school teachers in fostering creativity in student learning development through the application of innovative learning methods and contextual learning environments. This research employs a descriptive quantitative approach involving 30 fifth-grade students from three schools SDN 106161 Laut Dendang, SDS Nahdlatul Ulama Medan, and SD Addini Medan Tembung and one teacher respondent from each school. Data were collected through creativity questionnaires distributed to students and interviews conducted with fifth-grade teachers to understand their roles and strategies in promoting creativity. The results showed that students’ learning creativity was in the moderate to quite good category, with average scores of 66.6% at SDN 106161 Laut Dendang, 62.5% at SDS Nahdlatul Ulama Medan, and 71.8% at SD Addini Medan Tembung. Based on the teacher interviews, it was found that teachers serve as facilitators, motivators, and innovators who encourage students to think critically, explore new ideas, and express their creativity freely in the classroom. The findings imply that teachers’ active participation and innovative teaching strategies play an important role in enhancing students’ creative abilities. Therefore, strengthening professional development for teachers and improving collaboration between schools and families are necessary to create a more supportive learning environment. The implications of this study emphasize the importance of integrating contextual and project-based learning to nurture students’ creativity and problem-solving skills. Additional materials used include creativity questionnaire sheets, teacher interview guidelines, and classroom documentation that support the validity of the findings.
Co-Authors Arwila Hapni Laila Siregar Mirza, Raifan Syafiq Oktania, Saiba Ramadhani, Jopani Rambe, Nadia Fitriani Sarah Nadia, Sarah Septiandari, Aurelia Siregar, Yulia Armaini Utami, Tri Setia