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Sundahry
Program Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Muara Bungo
Medicine & Pharmacology Public Health

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Mathematics Learning with Scramble Model and Snakes and Ladders Media: Pembelajaran Matematika dengan Model Scramble dan Media Ular Tangga Sri Rahmadhani; Puput Wahyu Hidayat; Sundahry
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12105

Abstract

General Background: Mathematics learning in elementary schools often fails to engage students, leading to low motivation and unsatisfactory outcomes. Specific Background: At SDN 71/II Sungai Gambir, fourth-grade students showed limited participation and low test scores in mathematics, particularly in fractions. Knowledge Gap: Traditional methods often overlook playful and interactive approaches that align with students’ cognitive and social needs. Aims: This study examined the application of the Scramble learning model supported by Snakes and Ladders media to strengthen mathematics learning among fourth-grade students. Results: Conducted through Classroom Action Research across two cycles, findings revealed progress in teacher performance (77.27% to 90.90%), student participation (65% to 85%), and test achievement (55% to 80%). Novelty: The integration of game-based media with a cooperative Scramble model demonstrated a unique strategy for fostering active, enjoyable, and meaningful mathematics learning in elementary settings. Implications: These findings suggest that teachers may adopt interactive and playful methods to improve classroom dynamics, strengthen student collaboration, and achieve better mathematics learning results. Highlight: Improved teacher performance, student participation, and test scores. Scramble model combined with Snakes and Ladders created active and fun learning. Results show mathematics learning became more meaningful and engaging. Keywords: Scramble Learning Model, Snakes and Ladders, Mathematics Learning, Student Participation, Elementary Education
Active Learning with Problem-Based Learning for Problem-Solving Skills in Social and Natural Sciences: Pembelajaran Aktif dengan Problem-Based Learning untuk Keterampilan Pemecahan Masalah pada Ilmu Pengetahuan Alam dan Sosial Suci Aulia; Sundahry; Zulqoid R. Habibie
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12195

Abstract

Background: The ability to solve problems is an essential 21st-century skill but remains limited in elementary science learning. Specific Background: At SDN 127/II Sungai Arang, students demonstrated difficulty in understanding science concepts, low participation, and low mastery of learning outcomes. Knowledge Gap: Conventional teaching methods were teacher-centered and failed to provide opportunities for students to actively explore solutions to real-world problems. Aim: This research aimed to describe how Problem-Based Learning (PBL) can improve the learning process, students’ problem-solving skills, and their science learning achievements. Results: This classroom action research was conducted in two cycles involving 19 students. Teacher activity scores improved from 64%–72% in Cycle I to 80%–92% in Cycle II. Student engagement rose from 57.89% to 89.48%, and learning mastery increased from 63.16% to 84.21%. Novelty: The study demonstrates the practical application of PBL in a resource-limited school setting, highlighting its potential to transform passive learning into an interactive experience. Implications: Findings suggest that PBL can serve as a model for curriculum development and teacher training to foster active learning and problem-solving culture in elementary education. Highlights: Students’ participation and confidence in solving problems increased in Cycle II. Teacher performance improved, shifting towards more student-centered facilitation. Learning mastery rose significantly after PBL implementation. Keywords: Active Learning, Problem-Based Learning, Problem-Solving Skills, Social and Natural Sciences, Elementary Education
Co-Authors Puput Wahyu Hidayat Sri Rahmadhani Suci Aulia Zulqoid R. Habibie