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All Journal Jurnal Daya Matematis YASIN: Jurnal Pendidikan dan Sosial Budaya
Fernanda, Alfina Mutiara Diaz
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Mathematics Social Sciences Other

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The Effectiveness of Canva Media on Data Representation Skills Mathematics Learning in Elementary School Fernanda, Alfina Mutiara Diaz; Setyaningsih, Nining Setyaningsih; Pramesta, Aulia Luthfi Dewi; Suranti, Popi Suranti; Murtiyasa, Budi Murtiyasa
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82179

Abstract

This study aimed to determine the effectiveness of Canva digital media in improving data representation skills among elementary school students in mathematics learning. Employing a quantitative approach with a one-group pretest–posttest design, the research involved 25 fifth-grade students at SDN Wonokerto 1. Data were collected through a written test measuring students' ability to represent and interpret data in various graphical forms. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test. The results revealed a statistically significant increase in students' scores from pretest (M = 45.20) to posttest (M = 66.00), with a significance value of 0.000 (p < 0.05). These findings confirm that the integration of Canva as a visual-digital learning medium significantly enhances students' data representation skills. Thus, Canva can be recommended as an effective alternative instructional tool to support the development of data literacy and numeracy in elementary mathematics education.
Peran Guru dalam Mewujudkan Lingkungan Belajar Inklusif bagi Siswa Tunarungu di Sekolah Dasar Fernanda, Alfina Mutiara Diaz; Zakiyah, Yumi; Pramesta, Aulia Luthfi Dewi; Widyasari, Choiriyah; Minsih, Minsih
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.8679

Abstract

The implementation of inclusive education in regular elementary schools still faces various challenges, particularly in accommodating the learning needs of students with hearing impairments. This study aimed to describe the role of classroom teachers in creating an inclusive learning environment for students with hearing impairments. A qualitative descriptive approach with a case study design was employed, with data collected through participant observation, semi-structured interviews, and documentation involving the Grade IV classroom teacher, the principal, and parents at SDN Wonokerto 1. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that the teacher assumes three essential roles: as a learning facilitator through the use of adaptive visual strategies, as a social mediator who fosters empathy and interaction among students, and as an active collaborator with parents and the school. Although facing challenges such as limited mastery of sign language and insufficient supporting facilities, the teacher demonstrates strong dedication and initiative in inclusive teaching practices. This study has implications for strengthening understanding of inclusive education practices in elementary schools and underscores the importance of teacher professional development to support their role in creating a learning environment that is welcoming for students with hearing impairments.
Co-Authors Choiriyah Widyasari Minsih Murtiyasa, Budi Murtiyasa Pramesta, Aulia Luthfi Dewi Setyaningsih, Nining Setyaningsih Suranti, Popi Suranti Zakiyah, Yumi