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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Rasilah Rasilah
Universitas Darul Ma'arif, Indramayu
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Group Investigation-Based Mathematics E-Comic to Improve Mathematical Representation Skills of Junior High School Students Rasilah Rasilah; Yaya S. Kusumah; Dadang Juandi; Dadan Dasari
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.954

Abstract

Mathematics plays a fundamental role in developing logical, analytical, and systematic thinking; therefore, mathematics learning should emphasize not only procedural mastery but also meaningful conceptual understanding. One essential process standard in mathematics learning is mathematical representation, as it enables students to organize ideas, communicate reasoning, and transform abstract concepts into visual, verbal, and symbolic forms. In plane geometry, particularly quadrilaterals, many students experience difficulties in drawing accurate figures, linking geometric properties to formulas, and translating contextual problems into mathematical models. In addition to cognitive challenges, affective factors such as low perseverance and the tendency to give up easily indicate the need to strengthen students’ mathematical resilience. This study aimed to develop a group investigation–based mathematics e-comic for quadrilateral topics at the junior high school level and to examine its feasibility and effectiveness. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was validated by subject-matter experts and media experts and implemented with 32 seventh-grade students at SMP NU Darul Ma’arif. Data were collected through validation sheets, teacher and student response questionnaires, and learning evaluations. The results indicate that the developed e-comic meets high feasibility criteria and receives positive responses from teachers and students. The integration of narrative visuals with group investigation activities enhances engagement, supports students’ understanding of quadrilateral concepts, and encourages active participation and discussion. Therefore, the proposed e-comic is suitable as an alternative learning medium for junior high school mathematics instruction.
Application of the STAD-type Cooperative Learning Model in Improving Natural Science Learning Outcomes Muhamad Fahmi Syuhada; Tobroni Tobroni; Rasilah Rasilah; Dede Hadiansah
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.329

Abstract

This study aimed to improve the learning outcomes of fourth-grade students at State Elementary School 1 Singakerta in understanding the characteristics of light through the implementation of the STAD-type cooperative learning model. The research employed a Classroom Action Research (CAR) approach conducted in two cycles with 30 students as participants. Data were collected using tests, observations, and documentation and then analyzed descriptively using qualitative methods. The results revealed a significant improvement in student learning outcomes. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 40% in the pre-cycle to 53% in Cycle I and reached 80% in Cycle II. Teacher activities improved from 70% (high category) in Cycle I to 87.5% (very high category) in Cycle II, while student engagement increased from 55% (high category) to 80% (very high category). These findings demonstrate that the STAD model enhances student learning outcomes and engagement in natural science classes. This study underscores the potential of cooperative learning models to address challenges in elementary science education, particularly in the context of the Fourth Industrial Revolution, by fostering active participation and collaborative skills among students
The Effect of Traditional Congklak Game Method on Students' Learning Outcomes in Learning Mathematics in Elementary Schools Fatimatuszahro Fatimatuszahro; Heni Hanifah; Lily Hermawanti; Sri Wahyuni; Rasilah Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.275

Abstract

Every level of education includes mathematics as one of its disciplines. However, due to ineffective teaching, children find mathematics less interesting in elementary school. Therefore, teachers must be able to choose the best teaching strategy for their students. By utilizing the classic congklak game, researchers hope to deliver learning media that teachers can use using a literature review study approach from various sources and related media. The analysis findings show that, in addition to helping children learn to count and recognize numbers, the classic congklak game also helps children develop moral principles and good behavior, such as the ability to act honorably, wisely, and obediently. The traditional congklak game can increase students' interest in learning. The traditional Congklak game is also considered one of the most effective ways of improving students' mathematical abilities. So, this game can be used as a reference for teaching mathematics methods. Thus, the traditional congklak game changes mathematics into something exciting and fun to learn.
Effectiveness of Using Ludo Game-Based Learning Media to Improve Understanding of Spatial Building Concepts in Elementary School Students: Literature Review Rahmawati Rizqiyani; Nurbaetullah Karnita; Wardatun Laela; Kunia Wati; Rasilah Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.280

Abstract

Understanding the concept of spatial structures is a significant challenge in elementary school mathematics education due to its abstract nature. This study aims to evaluate the effectiveness of Ludo game-based learning media in enhancing students' understanding of spatial concepts. This research uses a literature review method to analyze various previous studies using game-based media to teach spatial concepts. The findings indicate that Ludo games significantly improve students’ cognitive understanding by visualizing abstract concepts more concretely, fostering active and interactive learning, and reinforcing concepts through repetition. Additionally, this medium enhances students' learning motivation and spatial skills. However, its implementation faces challenges, such as diverse student abilities, limited classroom time, and the need for teacher training to integrate the games into the curriculum. These findings highlight the substantial potential of Ludo games in addressing difficulties in mathematics education, particularly in understanding spatial concepts. This study recommends integrating game-based media into teaching strategies to create a more engaging and effective learning environment.
The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools Koerunnisa Koerunnisa; Rianto Rianto; Safitri Dwi Novita; Zahra Nurasih; Abdullah Abdullah; Aliah Aliah; Hamidah Fallo; Rasilah Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.282

Abstract

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.
Introduction To Basic Mathematical Concepts Through Learning Media Ghina Fatihatul Jannah; Naelatu Robicha; Khansah Inas Syarifah; Rasilah Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.290

Abstract

Understanding fundamental mathematical concepts is essential for developing students' logical reasoning, critical thinking, and problem-solving abilities. This study employs a literature review methodology to analyze foundational mathematical concepts—such as numbers, arithmetic operations, geometry, algebra, and statistics—and their impact on students' learning and cognitive development. The findings indicate that interactive tools, cultural contexts, and hands-on learning media significantly enhance students' comprehension and retention of these basic concepts. Studies reviewed include applications of traditional games, visual aids, and realistic mathematics approaches, which help bridge abstract concepts with everyday life, thus fostering a deeper, more applicable understanding of mathematics. This research provides insights for educators to utilize varied, engaging approaches that support students' foundational knowledge, encouraging better academic outcomes and practical skills. The findings suggest that contextual and interactive methods in early mathematics education are crucial for cultivating a robust foundation for further learning.
Co-Authors Abdullah Abdullah Aliah Aliah Dadan Dasari Dadang Juandi Dede Hadiansah Fatimatuszahro Fatimatuszahro Ghina Fatihatul Jannah Hamidah Fallo Heni Hanifah Khansah Inas Syarifah Koerunnisa Koerunnisa Kunia Wati Lily Hermawanti Muhamad Fahmi Syuhada Naelatu Robicha Nurbaetullah Karnita Rahmawati Rizqiyani Rianto Rianto Safitri Dwi Novita Sri Wahyuni Tobroni Tobroni Wardatun Laela Yaya S. Kusumah Zahra Nurasih