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All Journal Jurnal Merah Putih Sekolah Dasar
Elvi Mailani
Medan State University
Humanities Education Social Sciences

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PROBLEMATIKA PEMAHAMAN KONSEP MATEMATIKA SISWA SEKOLAH DASAR DITINJAU DARI CARA MENGAJAR GURU Reginata Thesalonika Sembiring; Agnes Veronika Br Tarigan; Adela Siregar; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72191

Abstract

This study aims to examine the problems of elementary school students’ understanding of mathematical concepts in relation to teachers’ teaching strategies. The research employed a descriptive qualitative approach using structured interviews as the main data collection technique. The participants consisted of third-grade students and a mathematics teacher at SD UPT Negeri 060866 Medan Timur. Data were analyzed through stages of data reduction, data display, and conclusion drawing. The findings reveal that students’ low understanding of mathematical concepts is influenced by several interrelated factors. From the students’ perspective, the main obstacles include low learning motivation, the perception that mathematics is a difficult subject, difficulties in connecting mathematical concepts with everyday life, and limited abstract thinking abilities. From the teachers’ perspective, mathematics learning is still dominated by conventional teaching methods, limited use of learning media and concrete teaching aids, monotonous instructional strategies, and the use of language that is not aligned with students’ cognitive development. In addition, teachers rarely provide feedback or explanations regarding students’ errors in solving mathematical problems. These results indicate that students’ conceptual understanding of mathematics is closely related to the teaching strategies applied by teachers. Therefore, more interactive, contextual, and student-centered learning approaches supported by appropriate media and simple, communicative language are needed to improve students’ understanding of mathematical concepts.
MENERAPKAN PEMBELAJARAN KONTEKSTUAL BERBASIS KEARIFAN LOKAL DALAM PENDIDIKAN MATEMATIKA: MEMBANGUN IDENTITAS BUDAYA DI ERA DIGITAL Nadhilah Nazwa; Desi Sri Kelengna Surbakti; Anggita Uli Angel Gultom; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72198

Abstract

This study was motivated by the limited research on the integration of local wisdom in mathematics learning, despite its significant impact in supporting meaningful learning and strengthening students' cultural identity. This study aims to explore and analyze the application of local wisdom-based contextual learning methods in mathematics education, as well as their impact on learning outcomes and the strengthening of students' cultural identity in the digital age. This study adopts a qualitative design with a literature review approach, where data sources are obtained from relevant scientific journals, books, and research reports. The findings show that contextual learning based on local wisdom is effective in bridging abstract mathematical concepts with students' concrete experiences, increasing learning motivation, and strengthening cultural identity awareness. This study concludes that this method has significant pedagogical and cultural potential and contributes to the development of contextual learning and ethnomathematics theory. This study also identifies opportunities for future research on the effectiveness of this approach in various cultural contexts and the use of digital platforms in its implementation.
ETNOMATEMATIKA SEBAGAI KERANGKA KERJA UNTUK MENGEMBANGKAN PENDIDIKAN MATEMATIKA YANG RESPONSIF TERHADAP BUDAYA Yusniar Arroyo Nainggolan; Nenny Windah Sipangkar; Jogian Sibatuara; Mhd Irwansyah; Maya Alemina Ketaren; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i5.72201

Abstract

This study examines ethnomathematics as a discourse for the development of culturally responsive mathematics education within a multicultural context. The purpose of this study is to explore the relationship between ethnomathematics, multicultural education, and local wisdom in enhancing meaningful mathematics learning. This research employs a qualitative approach through a literature review, analyzing relevant books, journal articles, and previous studies related to ethnomathematics and multicultural education. The findings indicate that ethnomathematics plays a significant role in connecting mathematical concepts with students’ cultural backgrounds and everyday experiences. Integrating local wisdom into mathematics learning not only increases student engagement and conceptual understanding, but also strengthens cultural identity and appreciation of diversity. Furthermore, ethnomathematics supports the construction of mathematical knowledge that is contextual, relevant, and socially meaningful. In the context of multicultural education, ethnomathematics contributes to equal learning opportunities by valuing diverse cultural perspectives in mathematics instruction. This study concludes that the integration of ethnomathematics into mathematics curricula is a strategic approach to developing cultural mathematics education that aligns with the principles of multiculturalism and holistic learning.
PERAN GAYA MENGAJAR GURU DALAM MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA DI SEKOLAH DASAR Sinthya Dwi Putri Manik; Berliana Y. Sianturi; Atiqatul Hasnah; Anestasya Amanda Sitepu; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72337

Abstract

Education quality is closely related to the effectiveness of teachers’ teaching styles in the learning process. This study aims to explore the role of teachers’ teaching styles in enhancing students’ motivation to learn mathematics in elementary school. The research employed a descriptive qualitative approach. Data were collected through classroom observations and in-depth interviews with a fourth-grade teacher and eight fourth-grade students at SD Negeri 060792 Medan Timur. The findings indicate that teaching styles that actively involve students, consider students’ psychological conditions, and connect mathematical concepts to real-life situations significantly contribute to increased learning motivation. In addition, positive teacher–student interactions and the creation of a safe and supportive classroom environment encourage students to participate more actively and confidently in mathematics learning. The use of contextual teaching approaches, group practices, and interactive activities was found to reduce students’ boredom and foster independent learning. This study concludes that appropriate and varied teaching styles play an important role in motivating elementary school students to learn mathematics. Therefore, teachers are encouraged to apply flexible and student-centered teaching styles to create meaningful and engaging mathematics learning experiences.
Co-Authors Adela Siregar Agnes Veronika Br Tarigan Anestasya Amanda Sitepu Anggita Uli Angel Gultom Atiqatul Hasnah Berliana Y. Sianturi Desi Sri Kelengna Surbakti Jogian Sibatuara Maya Alemina Ketaren Mhd Irwansyah Nadhilah Nazwa Nenny Windah Sipangkar Reginata Thesalonika Sembiring Sinthya Dwi Putri Manik Yusniar Arroyo Nainggolan