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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Anggia Tri Agustina
Universitas Jambi
Education

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PERBANDINGAN STRATEGI PEMBELAJARAN MATEMATIKA DI KELAS RENDAH: STUDI OBSERVASI PADA PENGGUNAAN MEDIA LANTAI ANGKA DAN LIDI DI SDN 13/1 MUARA BULIAN Anggia Tri Agustina; Silvina Noviyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11042

Abstract

Mathematics learning in lower grades requires a concrete, contextual approach that is appropriate for the cognitive development stage of early childhood. This study is an observational study conducted during an internship at SDN 13/1 Muara Bulian, specifically in grades 1A and 1B. The objective was to analyze and compare two mathematics learning strategies that used sensory-based media: a movement-based number floor (kinesthetic) in class 1A and sticks as concrete counting tools in class 1B. The results of the observation showed that both media were effective in helping students understand the concepts of addition and subtraction, although each had challenges in terms of classroom management and resource availability. This study also highlights the importance of the teacher's instructional assertiveness as the main foundation in learning in lower grades. These findings confirm that the teacher's creativity in choosing learning media that is appropriate to the local context and student characteristics is crucial to the success of mathematics learning at an early age.
KETERAMPILAN MENYIMAK SISWA KELAS III SEKOLAH DASAR : STUDI KASUS BERBASIS PERSPEKTIF GURU DI SDN 13/I MUARA BULIAN Audy Mita Amelina; Anggia Tri Agustina; Cindy; Khoirunnisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14363

Abstract

Listening skills constitute the primary foundation of language acquisition, yet they often receive insufficient attention in lower-grade instruction. This study aims to describe the listening skill level of Grade III A students at SDN 13/I Muara Bulian, identify the factors influencing these skills, and analyze the teaching strategies and evaluation instruments employed by the teacher. A qualitative approach with a single case study design was adopted. Data were collected through semi-structured interviews with the homeroom teacher and corroborated through source triangulation with students. Data analysis followed Miles and Huberman’s interactive model. Findings indicate that 92.9% of students (26 out of 28) achieved listening learning targets, substantially exceeding the averages reported in comparable studies. The dominant factors affecting listening skills were student concentration (focus span approximately 20 minutes) and peer disturbance. Six primary strategies were implemented: Reading Aloud, creative lesson openers with oral quizzes, structured focus-time management, active personal approaches, strategic seating for hyperactive students, and a reward system. Assessment was conducted through oral and written questions covering recall and comprehension levels. This study concludes that the teacher’s role as an active and responsive facilitator is the primary determinant of listening instruction success in lower grades. These findings imply the need for developing lower-grade teachers’ pedagogical competence in designing systematic, student-need-oriented listening instruction.
Co-Authors Audy Mita Amelina Cindy Khoirunnisa Khoirunnisa Silvina Noviyanti