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All Journal Jurnal Inovasi Guru Indonesia
Maulinah, Maulinah
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Education

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Profile of parent participation in supporting learning activities at elementary school Maulinah, Maulinah
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.35

Abstract

Background: Parental participation constitutes a critical component of primary education, contributing significantly to children’s academic achievement, motivation, and socio-emotional development. Although previous studies have established a positive association between parental involvement and student performance, variations in the forms and intensity of participation remain influenced by demographic and contextual factors. Objective: This study aimed to describe the profile of parental participation in supporting learning activities at the elementary school level and to identify demographic factors associated with variations in involvement. Methods: A descriptive quantitative design was employed. Data were collected from 150 parents of students in Grades 4–6 using structured questionnaires with Likert-scale items measuring home-based involvement, school-based participation, emotional support, and academic assistance. Demographic variables included parents’ educational level and employment status. Descriptive statistics (frequencies and percentages) were used to summarize participation patterns, while chi-square analysis was conducted to examine associations between demographic characteristics and levels of involvement. Results: The findings indicated that the majority of parents demonstrated moderate to high levels of participation. Approximately 60% frequently supported their children’s learning at home, and 55% attended school meetings or activities. Emotional support was reported by 70% of respondents, while 65% provided academic assistance. Parental participation was significantly associated with educational background and work flexibility, with higher involvement observed among parents with higher educational attainment and flexible working schedules. Time constraints due to employment emerged as the primary barrier to school-based participation. Conclusion: Parental participation in elementary education is generally positive but varies according to demographic factors, particularly educational level and occupational demands. Strengthening school–parent communication and providing flexible engagement opportunities are essential to enhancing sustained parental involvement in supporting children’s learning.
Instructional use of counting media to improve mathematical conceptual understanding in elementary education Maulinah, Maulinah
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.148

Abstract

Background: Mathematical conceptual understanding in elementary education remains a critical concern, particularly in fostering students’ ability to connect procedural fluency with conceptual reasoning. Instructional media, especially counting-based manipulatives and digital tools, are increasingly recognized as effective strategies to enhance numeracy learning in primary classrooms. However, empirical evidence examining their structured implementation and measurable impact on conceptual mastery is still limited. Objective: This study aimed to examine the effectiveness of instructional use of counting media in improving mathematical conceptual understanding among elementary school students. Methods: A quasi-experimental design with a pre-test and post-test control group was employed involving 56 elementary students divided into experimental and control groups. The experimental group received mathematics instruction using structured counting media, while the control group received conventional instruction. Data were collected through validated conceptual understanding tests and classroom observations. Statistical analyses included independent samples t-test, normalized gain (N-gain), and effect size (Cohen’s d) to determine the magnitude of improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores compared to the control group (p < 0.01). The normalized gain score of the experimental group indicated a moderate-to-high improvement category, while the control group demonstrated low improvement. The calculated effect size (d = 1.56) reflected a large educational impact. Classroom observations further indicated increased student engagement, improved conceptual explanation ability, and enhanced confidence in problem-solving activities. Conclusion: The instructional use of counting media significantly enhances mathematical conceptual understanding in elementary education. Structured integration of manipulative and interactive counting tools provides meaningful learning experiences that bridge concrete and abstract mathematical thinking. The study supports the adoption of counting-based instructional media as an evidence-based strategy to strengthen conceptual mathematics learning in primary schools.
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