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All Journal Jurnal Ulul Albab Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah
Balang, Noel Jimbai
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Factors Affecting Mathematics Achievement Among Rural Students: A Scoping Review (2000–2025) Balang, Noel Jimbai
Ulul Albab: Majalah Universitas Muhammadiyah Mataram Vol 30, No 1 (2026): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jua.v30i1.37832

Abstract

The disparity in mathematics achievement between rural and urban students remains a global challenge affecting educational equity. Low mathematics achievement among rural students is shaped by interconnected and systemic factors rather than isolated causes. This study aims to map and synthesize key factors influencing rural students’ mathematics achievement based on international literature published between 2000 and 2025. A scoping review methodology following the Arksey and O’Malley framework was employed through systematic searches of ERIC, Scopus, Web of Science, and Google Scholar databases. Data were analyzed using descriptive and thematic approaches. The findings indicate that rural mathematics underachievement is associated with weak foundational skills, language barriers, teacher-centered instructional practices, limited family support, restricted access to technology, uneven teaching quality, and non-diagnostic assessment practices. These interrelated factors contribute to the persistence of the rural–urban achievement gap. The study highlights the need for holistic, context-sensitive, and sustainable interventions to improve mathematics education outcomes in rural settings.
The Effect of Lecture-Based and Interactive Tauhid Learning Models on Students' Cognitive Learning Outcomes in Islamic Elementary Education Hasri, Hijratul; Wardi, Muhammad Musfiatul; Mappanyompa, Mappanyompa; Balang, Noel Jimbai
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3863

Abstract

Strengthening the understanding of Tawhid in elementary schools is important because its abstract concepts require effective learning strategies. With the dominance of lecture methods that minimize student involvement, an interactive approach is needed to encourage active participation and cognitive deepening. This study examines the individual and combined effects of lecture-based Tawhid instruction (X1) and interactive Tawhid instruction (X2) on students’ cognitive learning outcomes (Y) among 58 fifth-grade students at an Integrated Islamic Elementary School selected via census sampling. This study employs an explanatory quantitative design. The independent variables were operationalized using a 15-item structured questionnaire on a Likert scale that measured the quality of implementation of each learning model as experienced by the students, with construct validity confirmed through corrected item-total correlations (r ≥ 0.30) and Cronbach’s Alpha coefficients (α = 0.84 for X1; α = 0.81 for X2; α = 0.87 for Y). Cognitive learning outcomes were measured through documentation of daily cognitive test scores obtained directly from subject teachers, including pre- and post-implementation scores. Data were analyzed using paired-sample t-tests and multiple linear regression at α = 0.05. The results of the paired-sample t-test indicated a statistically significant increase in cognitive scores (t = −5.406; df = 57; p < 0.001). Both models simultaneously explained 16.1% of the variation in cognitive learning outcomes (F = 5.261; p = 0.008; R² = 0.161). The interactive model showed a significant positive effect (β = 0.343; p = 0.022), while the lecture model did not reach significance (β = −0.303; p = 0.071). The findings advance a theoretical implication that interactive pedagogical strategies mediate the translation of abstract Tawhid concepts into measurable cognitive achievement, highlighting the necessity of active engagement frameworks in Islamic elementary learning. This conceptualization contributes a refined understanding of instructional effectiveness, offering guidance for future curriculum design that integrates traditional and interactive learning paradigms.
Co-Authors Hasri, Hijratul Mappanyompa, Mappanyompa Muhammad Musfiatul Wardi