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Delta: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Pekalongan
ISSN : 23033983     EISSN : 25483994     DOI : -
Core Subject : Education,
Education Mathematics
Delta Jurnal Ilmiah Pendidikan Matematika menyajikan informasi mutakhir hasil kajian dan penelitian bidang matematika dan pendidikan. Lingkup matematika meliputi statistik, aljabar, geometri, analisis, komputer, terapan. Sedangkan lingkup pendidikan meliputi pembelajaran matematika, media pembelajaran matematika, hasil pembelajaran matematika, matematika sekolah.
Arjuna Subject : -
Articles 262 Documents
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A Pedagogical Framework for Developing Elementary School Students’ Spatial Thinking Through Geometric Transformations Zahra Nur Aprilia, Annisa; Sabila; Sari, Arilda Fitria; Nufus, Rizka Kamilatun; Reza, Sandryna Fathia; Faujiah, Evi; Dwiprabowo, Risky
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 13 No. 2 (2025): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

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Abstract

Spatial thinking is a fundamental cognitive ability that plays a crucial role in understanding and reasoning about geometric concepts, particularly geometric transformations. This study aimed to examine the effectiveness of a pedagogical framework designed to develop elementary school students’ spatial thinking through geometry transformation learning. A quasi-experimental method with a one-group pretest–posttest design was employed involving 28 upper-grade elementary school students. The pedagogical framework integrated contextual problems, visual and concrete exploration, guided spatial reasoning, representational transformation, and reflection within learning activities on translation, reflection, rotation, and dilation. Students’ spatial thinking abilities were assessed across four aspects: spatial visualization, mental rotation, spatial orientation, and geometric transformation reasoning. Data were analyzed using descriptive statistics and a paired-samples t-test. The results indicated a significant improvement in students’ spatial thinking abilities, with a notable increase in mean posttest scores compared to pretest scores. The paired-samples t-test revealed a statistically significant difference (p < 0.001), accompanied by a very large effect size (Cohen’s d = −34.6), indicating strong practical effectiveness. These findings demonstrate that the proposed pedagogical framework is highly effective in enhancing elementary school students’ spatial thinking and offers a meaningful instructional approach for geometry learning at the primary education level.
Developing Critical Thinking Using the Geogebra Integrated Deep Learning Approach on Quadratic Equations Material for Elementary School Students Aulia Ahmad, Indah; Hua, Maria Hendrika Lelita; Hanipah, Siti; Diana, Neng; Salamah, Alya; Faujiah, Evi; Dwiprabowo, Risky
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 13 No. 2 (2025): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Critical mathematical thinking is a higher-order cognitive ability that plays a crucial role in understanding abstract algebraic concepts, particularly quadratic equations, at the elementary school level. This study aimed to examine the effectiveness of a GeoGebra-integrated deep learning approach in improving fifth-grade students’ critical mathematical thinking skills on quadratic equations material. A quantitative pre-experimental method with a one-group pretest–posttest design was employed involving 30 elementary school students. The learning activities emphasized problem orientation, dynamic visualization of quadratic graphs, exploration of coefficient–graph relationships, analytical reasoning, reflective discussion, and generalization through GeoGebra-assisted exploration. Students’ critical mathematical thinking skills were assessed across five indicators: identifying problems, analyzing conceptual relationships, formulating solution strategies, evaluating solutions, and drawing conclusions based on digital exploration. Data were analyzed using descriptive statistics and a paired-samples t-test. The results indicated a substantial improvement in students’ critical thinking skills, as reflected by higher mean posttest scores compared to pretest scores. The paired-samples t-test revealed a statistically significant difference (p < 0.001), accompanied by a very large effect size (Cohen’s d in the very large category), indicating strong practical effectiveness. These findings suggest that the GeoGebra-integrated deep learning approach is highly effective in fostering students’ critical mathematical thinking and provides a meaningful instructional strategy for learning quadratic equations in elementary education.

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