cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Febi Dwi Widayanti
Contact Email
febidwi07@gmail.com
Phone
+6281334744616
Journal Mail Official
febidwi07@gmail.com
Editorial Address
Fakultas Keguruan dan Ilmu Pendidikan Universitas Wisnuwardhana Malang Jl. Danau Sentani No. 99 Malang
Location
Kota malang,
Jawa timur
INDONESIA
Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang
Published by Universitas Wisnuwardhana Malang
ISSN : 14108771     EISSN : 25804812     DOI : 10.37303/likhitaprajna
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Likhitaprajna merupakan jurnal open access yang dipublikasikan dua kali setahun dan diterbitkan oleh Fakultas Keguruan dan Ilmu Pendidikan, Universitas Wisnuwardhana Malan. Jurnal ini merupakan hasil penelitian atau kajian teori tentng pendidikan dan pembelajarannya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 224 Documents
 19   20   21   22   23 
Implementing Growth Mindset in Mathematics Learning: an Analysis of Correlation Lesson Practices in Grade 11 Classrooms Kartikawati, Wahyu; Zulfaidany, Syelvira Nova; Aulyafani, Risma Ardhelisa; Nafisa, Tiara Mastura; Nuraini, Risna; Maharani, Yaroidah; Lestari, Indah Ayu; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.972

Abstract

This study aims to explore how a growth mindset is implicitly fostered in mathematics learning through the classroom practices of pre-service mathematics teachers. Using a descriptive qualitative approach, this study specifically employed thematic analysis to identify patterns of social interaction and the natural processes of learning. Primary data were sourced from transcripts of classroom interactions conducted by pre-service mathematics teachers on correlation analysis in grade 11. The analysis revealed that elements of a growth mindset were consistently integrated into teacher-student interactions, with teachers playing a central role through motivation, structured scaffolding, constructive feedback, and error normalization strategies. The primary contribution of this study lies in demonstrating that developing students' growth mindsets does not have to be achieved through rigid theoretical introductions but can be effectively internalized through everyday classroom discourse. This study concludes that growth mindset can be effectively fostered through everyday classroom practices, even without being explicitly introduced as a theoretical concept. This study recommends the development of systematic instructional designs on various mathematics topics to create a learning culture that is resilient to cognitive challenges.
Scaffolding and Vignette-Based Learning Strategy to Support Student Attention in Linear Regression Agustin, Dhabitah Mulya; Damayanti, Nia Wahyu
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.966

Abstract

Students with attention difficulties often experience challenges in maintaining focus and sustaining engagement during mathematics learning. This study aimed to examine the implementation of scaffolding integrated with vignette-based learning in supporting student attention during linear regression instruction. This study employed a Single Subject Research (SSR) design using an A–B format, consisting of a baseline phase and an intervention phase. The research subject was one eleventh-grade student from a vocational high school who was selected using purposive sampling based on preliminary observation and teacher information indicating attention difficulties during mathematics learning. Data were collected through structured observation using 30-second interval recording, focusing on four attention indicators: latency, on-task behavior, prompting frequency, and distraction frequency. The data were analyzed using visual analysis to identify changes in level, trend, and variability across sessions. The results showed an increase in on-task behavior and a decrease in prompting frequency, indicating improved engagement and reduced reliance on external assistance. Distraction also decreased, although latency remained variable. The findings suggest that scaffolding integrated with vignette-based learning can support sustained attention and engagement through structured assistance and contextualized instruction. However, attention improvement was not entirely stable, particularly in task initiation.
Early Numeracy Learning Based on Vignette Activity Sequence (VAS) Using Number Boards for Students with Cerebral Palsy Arianto, Jessica Aspasyah Henda; Damayanti, Nia Wahyu
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.973

Abstract

This study aims to explore the early numeracy learning process of a student with cerebral palsy (CP) through the Vignette Activity Sequence (VAS) using a magnetic number board as an adaptive manipulative medium, focusing on the student's engagement, obstacles encountered, and responses at each stage of the activity. A qualitative single case study design was employed, involving one 12 year old female student with spastic quadriplegic CP at a special education elementary school in Surabaya, Indonesia. Data were collected through a task analysis-based observation sheet, field notes, and video documentation during a single structured learning session, then analyzed using the Miles and Huberman model with triangulation across all three data sources. The findings revealed that the student actively engaged in all VAS stages despite significant fine motor difficulties, consistently demonstrating counting-on ability, while counting-back ability did not emerge verbally. The adaptive magnetic number board and contextual narrative effectively supported cognitive, motor, and affective engagement, with movement fluency improving through repeated interaction. The study concludes that VAS combined with adaptive manipulative media has strong potential to support inclusive early numeracy learning for students with CP through meaningful, multisensory, and structured mathematical experiences.
Movement-Integrated Learning and Students’ Learning Focus in Mathematics: A Single-Subject Study wulandari, Yiyin; Damayanti, Nia Wahyu
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.975

Abstract

Learning focus plays a fundamental role in mathematics achievement, particularly in topics requiring sustained attention and symbolic reasoning, such as Single Variable Linear Equations (SVLE). Despite growing evidence on the benefits of physical activity for attention, research on Movement-Integrated Learning in mathematics through a single-subject design remains limited. This study aims to examine how Movement-Integrated Learning influences the learning focus of a student with high physical activity characteristics during SVLE instruction. A qualitative A-B single-subject research (SSR) design was employed with one seventh-grade student selected through purposive sampling. Three instruments were used: a focus observation sheet measuring on-task and off-task behavior at five-minute intervals, field notes documenting learning context, and semi-structured interviews exploring the students' experiences. Data were collected across a baseline phase of three conventional sessions and an intervention phase of five movement-integrated sessions. Analysis followed a qualitative framework of data reduction, presentation, and conclusion drawing, with SSR between-condition analysis examining changes in level, trend, stability, and phase overlap, validated through triangulation. The baseline phase showed fluctuating and declining attention patterns with limited focus endurance. The intervention phase demonstrated an upward trend in focus scores, greater stability, extended attention duration, and no phase overlap, indicating a functional relationship between structured movement and improved attentional regulation. These findings suggest that when deliberately integrated into instructional design, movement serves as a regulatory mechanism supporting sustained cognitive engagement for students with high motor activity characteristics.

Page 23 of 23 | Total Record : 224

 19   20   21   22   23 

Filter by Year

2009 2026


Reset
Filter By Issues
All Issue Vol 28 No 1 (2026): April 2026 Vol 27 No 2 (2025): September 2025 Vol 27 No 1 (2025): April 2025 Vol 26 No 2 (2024): September 2024 Vol 26 No 1 (2024): April 2024 Vol 25 No 2 (2023): September 2023 Vol 25 No 1 (2023): April 2023 Vol 24 No 2 (2022): September 2022 Vol 24 No 1 (2022): April 2022 Vol 23 No 2 (2021): September 2021 Vol 23 No 1 (2021): April 2021 Vol 22 No 2 (2020): September 2020 Vol 22 No 1 (2020): April 2020 Vol 21 No 2 (2019): September 2019 Vol 21 No 1 (2019): April 2019 Vol 20 No 2 (2018): September 2018 Vol 20 No 1 (2018): April 2018 Vol 19 No 2 (2017): September 2017 Vol 19 No 1 (2017): April 2017 Vol 18 No 2 (2016): September 2016 Vol 18 No 1 (2016): April 2016 Vol 17 No 2 (2015): September 2015 Vol 17 No 1 (2015): April 2015 Vol 16 No 2 (2014): September 2014 Vol 15 No 1 (2013): April 2013 Vol 13 No 2 (2009): September 2009 More Issue