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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Yulinda Sari, Desi
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KONTRIBUSI SPATIAL REASONING DAN WORKING MEMORY TERHADAP PRESTASI MATEMATIKA SISWA SMP Dewi Komalasari, Junita; Yulinda Sari, Desi; Khaironi, Nispatul; Endriana, Neny; Supiyati, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41721

Abstract

This study examines the contribution of spatial reasoning and working memory to junior high school students’ mathematics achievement. Mathematics learning at the secondary level requires not only procedural skills but also cognitive abilities that support visualization, information processing, and problem solving. Many students experience difficulties when mathematical tasks demand abstract thinking and multi-step reasoning. These difficulties are often related to limitations in spatial reasoning and working memory. The purpose of this research is to analyze the partial and simultaneous contributions of spatial reasoning and working memory to students’ mathematics achievement. A quantitative approach with an ex post facto design was employed. The study was conducted at MTs Mualimin NWDI Pancor during the 2025/2026 academic year. The population consisted of all eighth-grade students, and a sample of one hundred students was selected using simple random sampling. Data were collected through spatial reasoning tests, working memory tests, and mathematics achievement tests. The instruments were validated by experts and tested for reliability. Data analysis included descriptive statistics, assumption tests, and multiple linear regression. The results indicate that spatial reasoning has a positive and significant effect on mathematics achievement, while working memory does not show a significant partial effect. However, both variables together contribute meaningfully to students’ mathematics achievement. These findings suggest that mathematics learning should emphasize the development of spatial reasoning skills alongside strategies that help students manage cognitive load. Integrating visual representations and structured problem-solving activities may enhance learning outcomes and support students’ mathematical understanding.
EFEKTIVITAS PROGRAM BIMBINGAN BELAJAR MATEMATIKA DALAM MEMPERKUAT PEMAHAMAN KONSEP DASAR OPERASI HITUNG SISWA SEKOLAH DASAR Yulinda Sari, Desi; Izzah, Laelatul; Ahyan, Shahibul; Wardi, Zaowatul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63032

Abstract

Mathematics is a fundamental subject that plays an essential role in developing students' logical, critical, and analytical thinking skills. However, many elementary school students still experience difficulties in understanding the basic concepts of arithmetic operations, which affects their overall mathematics achievement. This study aimed to analyze the effectiveness of a mathematics tutoring program based on the Contextual Teaching and Learning (CTL) approach in strengthening elementary students' understanding of basic arithmetic operations. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The participants consisted of 30 elementary school students who joined a mathematics tutoring program during the Community Service Program (Kuliah Kerja Nyata/KKN) in Dusun Kebon Dewa, Desa Kalianyar, from June to July 2026. Data were collected through pretest and posttest instruments and analyzed using descriptive statistics and the Normalized Gain (N-Gain) method. The findings revealed that the students' mean score increased from 55.17 on the pretest to 81.50 on the posttest, with an N-Gain value of 0.58, indicating a moderate level of improvement. These results demonstrate that the CTL-based mathematics tutoring program effectively improved students' understanding of addition, subtraction, multiplication, and division concepts by connecting mathematical learning with real-life situations and actively engaging students in meaningful learning experiences. Therefore, the program can serve as an effective non-formal learning strategy to strengthen elementary students' numeracy skills and conceptual understanding of mathematics.  
Co-Authors Dewi Komalasari, Junita Izzah, Laelatul Khaironi, Nispatul NENY ENDRIANA Shahibul Ahyan Sri Supiyati, Sri Wardi, Zaowatul