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International Journal of Progressive Mathematics Education
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 27762726     EISSN : 27758435     DOI : https://doi.org/10.22236/ijopme
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "Vol. 5 No. 1 (2025)" : 18 Documents clear
Menganalisis kemampuan komunikasi matematis siswa berdasarkan numerasi: implikasi untuk pembelajaran matematika Anggraini, Bunga Ayu; Hanim Faizah
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19005

Abstract

Purpose: This study aims to analyze the mathematical communication skills of elementary school students based on their numeracy levels within the context of the Least Common Multiple (LCM) to address disparities in conceptual understanding.Design/methodology/approach: A qualitative descriptive approach was employed, involving three fifth-grade students from SDN Manukan Kulon VI Surabaya. Subjects were selected via purposive sampling to represent low, medium, and high numeracy categories. Data were collected using numeracy and mathematical communication assessments.Findings: The results reveal a positive correlation between numeracy and mathematical communication. High-numeracy students demonstrate clear, logical, and systematic communication. Conversely, students in the medium and low categories exhibit significant weaknesses in explanation structure, mathematical terminology, and idea representation. Practical implications: These findings highlight the necessity of strengthening numeracy foundations to enhance mathematical communication and suggest the implementation of differentiated instruction in elementary education. Originality/value: This study contributes specific insights into how numeracy literacy underpins the formation of mathematical arguments in LCM topics at the primary level.   Purpose: Penelitian ini bertujuan menganalisis kemampuan komunikasi matematis siswa sekolah dasar berdasarkan tingkat kemampuan numerasi pada materi Kelipatan Persekutuan Terkecil (KPK) untuk mengatasi keragaman pemahaman konseptual. Design/methodology/approach: Menggunakan pendekatan deskriptif kualitatif dengan subjek tiga siswa kelas V-A SDN Manukan Kulon VI Surabaya. Subjek dipilih menggunakan teknik purposive sampling yang mewakili kategori numerasi rendah, sedang, dan tinggi. Instrumen utama meliputi tes numerasi dan tes komunikasi matematis. Findings: Hasil penelitian menunjukkan korelasi positif antara numerasi dan komunikasi matematis. Siswa berkemampuan numerasi tinggi menunjukkan komunikasi yang logis dan sistematis. Sebaliknya, siswa kategori sedang dan rendah mengalami hambatan pada struktur penyampaian, terminologi matematis, dan representasi ide. Practical implications: Temuan ini menekankan pentingnya penguatan basis numerasi untuk memperbaiki keterampilan komunikasi matematis, serta perlunya strategi pembelajaran terdiferensiasi di tingkat sekolah dasar. Originality/value: Studi ini memberikan perspektif spesifik mengenai bagaimana literasi numerasi mendasari pembentukan argumentasi matematis pada topik KPK di jenjang pendidikan dasar.
Mengintegrasikan budaya dalam pembelajaran matematika kontekstual: strategi peningkatan kemampuan numerasi siswa sekolah dasar Afifah, Putri Nur; Faizah, Hanim
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19008

Abstract

Purpose: This study addresses deficient numeracy literacy among elementary students by implementing a local culture-based Contextual Teaching and Learning (CTL) model, utilizing the traditional "dakon" game to teach Least Common Multiple concepts. Design/methodology/approach: This quantitative study employed a pre-experimental design involving fifth-grade elementary students. Data were collected through descriptive tests aligned with numeracy indicators, validated by subject matter experts and educational practitioners.Findings: Statistical analysis revealed a significant improvement in students' numeracy skills. The integration of the dakon game effectively bridged the gap between abstract and concrete concepts, while substantially increasing student engagement, discussion participation, and enthusiasm in problem-solving.Practical implications: This study serves as a reference for educators to transform mathematics instruction into an interactive experience by leveraging indigenous wisdom as a relevant instructional medium for students.Originality/value: The novelty of this study lies in the systematic integration of the seven-stage CTL framework with ethnomathematics elements through traditional gameplay to strengthen numerical literacy in primary education.   Purpose: Penelitian ini bertujuan mengatasi rendahnya literasi numerasi siswa sekolah dasar melalui implementasi model Contextual Teaching and Learning (CTL) berbasis budaya lokal dengan media permainan tradisional dakon pada materi Kelipatan Persekutuan Kecil (KPK). Design/methodology/approach: Penelitian kuantitatif ini menggunakan desain pre-eksperimen terhadap siswa kelas lima sekolah dasar. Data dikumpulkan melalui tes uraian yang disusun berdasarkan indikator numerasi dan telah divalidasi oleh ahli materi serta praktisi pendidikan. Findings: Hasil uji statistik menunjukkan perbedaan signifikan antara kemampuan awal dan akhir siswa. Integrasi permainan dakon terbukti efektif menjembatani konsep abstrak menjadi konkret, serta secara nyata meningkatkan keterlibatan aktif, keberanian berdiskusi, dan antusiasme siswa dalam memecahkan masalah matematika. Practical implications: Studi ini menjadi acuan bagi pendidik untuk mentransformasi pembelajaran matematika menjadi lebih interaktif dengan memanfaatkan kearifan lokal sebagai media instruksional yang relevan dengan keseharian siswa. Originality/value: Kebaruan studi ini terletak pada penggabungan struktur tujuh tahap CTL secara sistematis dengan unsur etnomatematika melalui permainan tradisional untuk memperkuat literasi numerik pada jenjang pendidikan dasar.
Arsitek pemahaman ruang: studi profil kemampuan spasial mahasiswa calon guru matematika untuk mengembangkan pedagogi geometri analitik ruang yang efektif Safitri, Prahesti Tirta; Purbaningrum, Kus Andini; Nopitasari, Dian
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19092

Abstract

Purpose: This study aims to analyze the spatial ability profiles of prospective mathematics teachers in solving spatial analytic geometry problems, considering the critical role of spatial proficiency as a success predictor in STEM education. Design/methodology/approach: A mixed-methods design was employed, involving 15 fifth-semester students at Universitas Muhammadiyah Tangerang selected via random sampling. The instrument consisted of a spatial ability test evaluating spatial visualization, orientation, and relation. Findings: Results indicate a moderate spatial ability level (mean: 60.4%). The highest performance was observed in spatial orientation (64%), followed by visualization (61.3%), while spatial relation was the weakest (54.7%). Strategic analysis revealed significant misconceptions regarding plane sections. Practical implications: The findings advocate for geometry instructional designs that integrate visual-analytical approaches to mitigate misconceptions and optimize the spatial development of prospective educators. Originality/value: This study provides a specific baseline of spatial ability profiles within the context of spatial analytic geometry, addressing a literature gap concerning targeted interventions for spatial relation skills in pre-service teachers.   Purpose: Penelitian ini bertujuan menganalisis profil kemampuan spasial mahasiswa calon guru matematika dalam menyelesaikan masalah geometri analitik ruang, mengingat peran krusial kemampuan spasial sebagai prediktor keberhasilan dalam pembelajaran STEM. Design/methodology/approach: Menggunakan desain mixed-methods dengan sampel 15 mahasiswa semester 5 di Universitas Muhammadiyah Tangerang yang dipilih melalui random sampling. Instrumen penelitian berupa tes kemampuan spasial yang mencakup aspek visualisasi, orientasi, dan relasi spasial. Findings: Hasil menunjukkan rata-rata kemampuan spasial mahasiswa berada pada kategori sedang (60,4%). Skor tertinggi dicapai pada aspek orientasi spasial (64%), diikuti visualisasi (61,3%), dan relasi spasial (54,7%). Identifikasi strategis mengungkap adanya miskonsepsi pada konsep irisan bidang. Practical implications: Hasil penelitian merekomendasikan desain pembelajaran geometri yang mengintegrasikan pendekatan visual-analitis untuk memitigasi miskonsepsi serta mengembangkan kemampuan spasial calon praktisi secara optimal. Originality/value: Studi ini memberikan baseline data profil kemampuan spasial yang spesifik pada konteks geometri analitik ruang, mengisi celah literatur mengenai kebutuhan intervensi khusus pada aspek relasi spasial mahasiswa calon guru.
Kemampuan Komunikasi Matematis Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian MBTI Thinking (T) dan Feeling (F) Galuh Putri, Yuniar Heksaria; Sa'dijah, Cholis
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19104

Abstract

Purpose: This study aims to describe the written mathematical communication skills of senior high school students in solving mathematical problems, analyzed through the lens of the Myers-Briggs Type Indicator (MBTI) personality types, specifically the Thinking (T) and Feeling (F) dimensions. Design/methodology/approach: A descriptive qualitative approach was employed in this research. The subjects included 36 eleventh-grade students at a senior high school in Malang. From this group, four students were selected as interview subjects: two representing the Thinking type and two representing the Feeling type. Data collection techniques involved an MBTI questionnaire, a mathematical communication skills test, and in-depth interviews. Findings: The results indicate that students with the Thinking personality type tend to exhibit systematic, logical, and analytical mathematical communication skills across the use of symbols, visual representations, and written solutions. Conversely, students with the Feeling personality type emphasize practicality and emotional aspects in conveying mathematical ideas, while also demonstrating a particular sensitivity to aesthetic presentation. Practical implications: Proficiency in mathematical communication is vital for students to achieve a profound understanding of mathematical concepts. However, PISA 2022 results reveal that the mathematical literacy of Indonesian students requires enhancement, particularly regarding the ability to articulate ideas and solutions clearly and structurally. The Thinking and Feeling MBTI types are deemed highly relevant as they influence how students think, process information, and communicate their understanding during mathematical problem-solving. Originality/value: Initial findings by the researcher suggest distinct patterns in written mathematical communication among students, which are posited to be influenced by their specific personality types.   Purpose: Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis tertulis siswa SMA dalam menyelesaikan masalah matematika ditinjau dari tipe kepribadian MBTI thinking (T) dan feeling (F). Design/methodology/approach: Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ini adalah 36 siswa kelas XI di salah satu sekolah menengah atas di Kota Malang. Dari subjek tersebut dipilih 4 siswa sebagai subjek wawancara, dengan dua siswa mewakili tipe kepribadian MBTI thinking dan dua siswa mewakili tipe kepribadian MBTI feeling. Teknik pengumpulan data yang digunakan berupa angket MBTI, tes soal kemampuan komunikasi matematis, dan wawancara. Findings: Hasil penelitian menunjukkan bahwa siswa dengan tipe kepribadian MBTI thinking cenderung menunjukkan kemampuan komunikasi matematis yang sistematis, logis, dan analitis, baik dalam penggunaan simbol, representasi visual, maupun penulisan solusi. Sementara itu, siswa dengan tipe kepribadian MBTI feeling lebih menonjolkan kepraktisan dan aspek emosional dalam penyampaian ide matematika, serta menunjukkan sensitivitas terhadap tampilan estetis.Practical implications: Kemampuan komunikasi matematis penting dimiliki siswa untuk memahami konsep matematika secara mendalam. Hasil PISA 2022 menunjukkan hasil literasi matematika siswa Indonesia masih perlu ditingkatkan, terutama kemampuan siswa dalam menyampaikan ide dan solusi secara jelas dan terstruktur. Tipe thinking dan feeling dalam MBTI dinilai relevan karena berpengaruh terhadap cara siswa berpikir, memproses informasi, dan mengomunikasikan pemahaman dalam pemecahan masalah matematika. Originality/value: Temuan awal peneliti menunjukkan adanya perbedaan pola komunikasi matematis tertulis antar siswa, yang diduga dipengaruhi oleh tipe kepribadian.
Revolusi Belajar Matematika: Eksplorasi Pengaruh Media Digital Interaktif terhadap Hasil Belajar Siswa di Sekolah Menengah Pertama Santika, Lisa; Wahidin; Supriadi, Edi
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19136

Abstract

Purpose: This study evaluates the impact of integrated multi-platform interactive digital media on students' mathematics learning outcomes to address the limitations of conventional teaching methods in the digital era.Design/methodology/approach: A quantitative quasi-experimental design was employed, categorizing subjects into experimental and control groups. The intervention integrated various interactive digital platforms specifically for the Relations and Functions topic, with academic achievement data collected through validated post-test instruments.Findings: Statistical analysis confirms a positive and significant effect of digital media usage. However, the calculated effect size remains low, particularly regarding abstract topics. This finding indicates that technological effectiveness varies significantly based on the characteristics of the instructional content.Practical implications: Educators are advised to be more selective in integrating technology, ensuring additional pedagogical support for abstract concepts that may not be fully resolved through digital visualization alone.Originality/value: The novelty of this study lies in its holistic examination of multiple digital platforms as a single intervention model and the identification of empirical boundaries of interactive media efficacy on specific mathematical content.     Purpose: Penelitian ini bertujuan mengevaluasi pengaruh integrasi multi-platform media digital interaktif terhadap hasil belajar matematika siswa untuk mengatasi keterbatasan metode konvensional di era digital. Design/methodology/approach: Menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen. Subjek penelitian terbagi menjadi kelompok eksperimen dan kontrol. Intervensi melibatkan sinergi berbagai platform digital interaktif pada materi Relasi dan Fungsi, dengan data capaian akademik yang diukur melalui instrumen tes akhir yang telah divalidasi ahli.Findings: Hasil analisis statistik membuktikan adanya pengaruh positif dan signifikan dari penggunaan media digital. Namun, ukuran efek yang dihasilkan tergolong rendah, terutama pada materi yang bersifat abstrak. Temuan ini mengindikasikan bahwa efektivitas teknologi bervariasi tergantung pada karakteristik materi ajar.Practical implications: Pendidik disarankan untuk lebih selektif dalam mengintegrasikan teknologi, dengan memberikan penguatan pedagogis tambahan pada konsep-konsep abstrak yang tidak cukup hanya dibantu oleh visualisasi digital.Originality/value: Kebaruan studi ini terletak pada pengujian holistik berbagai jenis platform digital sebagai satu kesatuan intervensi, serta identifikasi batasan empiris media interaktif terhadap materi matematika tertentu.
Inovasi Media Pembelajaran Matematika: Pemanfaatan Android dan Adobe Animate untuk Peningkatan Literasi Siswa pada Relasi dan Fungsi Majid, Ahmad Farham; -, Sutra; Shadiq, Muh Ibnu; Kurniati
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19251

Abstract

Purpose: This research aims to develop and evaluate the effectiveness of mathematics learning media utilizing Android and Adobe Animate on the topic of relations and functions, specifically to address the prevailing deficiency in students' mathematical literacy. Design/methodology/approach: The study employs a Research and Development (R&D) technique guided by the ADDIE model, encompassing the phases of analysis, design, development, implementation, and evaluation. The research subjects consisted of 21 tenth-grade students at MA Madani Pao-Pao, utilizing instruments such as expert validation sheets, teacher and student response questionnaires, and pretest-posttest assessments. Findings: The validation results for both media and content demonstrated "excellent" quality with a score of 87, while feasibility assessments from teachers and students reached 89%. Furthermore, the average student score rose from 60.5 (pretest) to 79.9 (posttest), yielding an N-gain value of 0.41 (moderate category); consequently, the developed media is proven to be valid, practical, and effective in enhancing conceptual understanding and mathematical literacy. Practical implications: The integration of technology into pedagogy fosters a more engaging and adaptive learning experience, thereby supporting the attainment of 21st-century competencies within literacy-based mathematics. Originality/value: This study contributes to the utilization of interactive Android and Adobe Animate-based media as a strategic solution to the primary challenges encountered in conventional teaching environments that lack interactive resources.   Purpose: Penelitian ini bertujuan untuk mengembangkan serta menguji efektivitas media pembelajaran matematika dengan pemanfaatan Android dan Adobe Animate pada materi relasi fungsi guna mengatasi rendahnya literasi matematika siswa. Design/methodology/approach: Teknik penelitian dan pengembangan (R&D) untuk studi ini memanfaatkan model ADDIE, yang terdiri dari fase analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah 21 siswa kelas X MA Madani Pao-Pao dengan instrumen lembar validasi ahli, angket respons guru dan siswa, serta tes pretest-posttest. Findings: Hasil validasi media dan materi menunjukkan kualitas “sangat baik” dengan skor 87, dan hasil kelayakan dari guru dan siswa mencapai 89%. Nilai rata-rata siswa meningkat dari 60,5 (pretest) menjadi 79,9 (posttest), dengan nilai N-gain sebesar 0,41 (kategori sedang), sehingga media yang dikembangkan terbukti valid, praktis, dan efektif meningkatkan pemahaman konsep serta literasi matematika siswa. Practical implications: Integrasi teknologi ke dalam pembelajaran menciptakan pengalaman belajar yang lebih menarik, adaptif, dan mendukung pencapaian kompetensi abad ke-21 dalam matematika berbasis literasi. Originality/value: Penelitian ini memberikan kontribusi pada pemanfaatan media interaktif berbasis Android dan Adobe Animate sebagai solusi atas tantangan utama dalam pembelajaran konvensional dan minim media interaktif.
Mengungkap Perspektif Siswa: Peran Deep Learning dalam Visualisasi Konsep dan Pemecahan Masalah Matematika Slamet, Slamet; Hendriana, Benny; Supiat
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19310

Abstract

Purpose: This study explores high school students' perspectives on the integration of deep learning in mathematics education to address the dominance of procedural paradigms and barriers to visualizing abstract concepts.Design/methodology/approach: Utilizing an instrumental qualitative case study, the research focused on grade eleventh science students in Jakarta. Data were collected over eight weeks through in-depth interviews, participant observations, and document analysis of learning artifacts specifically within Geometric Transformations and Vectors.Findings: Deep learning acts as a visualization assistant and instant feedback provider, significantly reducing cognitive load. Despite initial learning curve challenges, students shifted toward iterative-experimental problem-solving approaches and enhanced conceptual focus. However, technological dependency and weak independent solution validation were identified as critical psychological barriers.Practical implications: Educators must integrate deep learning as a tool for critical thinking and exploration, supported by pedagogical strategies that cultivate data interpretation skills and critical solution validation. Originality/value: This study offers a unique contribution by providing deep qualitative insights into student agency within deep learning environments, filling a literature gap previously dominated by technical and quantitative evaluations.   Purpose: Penelitian ini bertujuan mengeksplorasi perspektif siswa SMA terhadap integrasi deep learning dalam pembelajaran matematika guna mengatasi dominasi paradigma prosedural dan hambatan visualisasi konsep abstrak. Design/methodology/approach: Menggunakan studi kasus kualitatif instrumental pada siswa kelas XI MIPA di Jakarta. Data dikumpulkan selama delapan minggu melalui wawancara mendalam, observasi partisipan, dan analisis dokumen artefak pembelajaran pada materi Transformasi Geometri dan Vektor. Findings: Deep learning berfungsi sebagai asisten visualisasi dan penyedia umpan balik instan yang mengurangi beban kognitif. Meskipun terdapat tantangan kurva pembelajaran awal, siswa menunjukkan pergeseran ke arah pendekatan pemecahan masalah iteratif-eksperimental dan peningkatan fokus konseptual. Namun, risiko ketergantungan teknologi dan lemahnya validasi solusi mandiri teridentifikasi sebagai hambatan psikologis. Practical implications: Pendidik harus mengintegrasikan deep learning sebagai alat bantu berpikir kritis dan eksplorasi, didampingi strategi pedagogis yang melatih keterampilan interpretasi data dan validasi solusi kritis. Originality/value: Studi ini memberikan kontribusi unik dengan menyediakan wawasan kualitatif mendalam mengenai agensi siswa dalam lingkungan deep learning, mengisi kesenjangan literatur yang sebelumnya didominasi oleh evaluasi teknis dan kuantitatif.
Melampaui angka: transformasi pembelajaran pecahan melalui latihan terbimbing berbasis alat peraga pada siswa kelas IV Supriadi, Edi; Sessu , Andi; Prihandhika, Aditya
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19384

Abstract

Purpose: This study evaluates the effectiveness of integrating guided discovery methods with mathematical manipulatives to enhance learning outcomes in fraction topics, addressing cognitive barriers caused by the abstract nature of the material and student misconceptions. Design/methodology/approach: A quasi-experimental approach (Nonequivalent Control Group Design) was employed with 60 fifth-grade students in Kuningan Regency. Data were collected via pre-tests and post-tests to measure learning achievements between the experimental and control groups. Findings: Analysis reveals significant improvements in learning outcomes within the experimental group. This integration effectively mitigates early misconceptions through systematic guidance and concrete visualization, bridging the gap between mathematical abstraction and student comprehension. Practical implications: The findings encourage educators to adopt pedagogical innovations that combine guided strategies with physical media to foster dynamic, systematic, and student-centered learning environments in primary education. Originality/value: This study addresses a literature gap by examining the simultaneous integration of guided methods and manipulatives, which were previously studied in isolation within mathematics education contexts.   Purpose: Penelitian ini bertujuan mengevaluasi efektivitas integrasi metode penemuan terbimbing dengan alat peraga matematika dalam meningkatkan hasil belajar materi pecahan, guna mengatasi hambatan kognitif akibat sifat materi yang abstrak dan risiko miskonsepsi pada siswa.Design/methodology/approach: Menggunakan desain kuasi-eksperimen (Nonequivalent Control Group Design) dengan sampel 60 siswa kelas V di Kabupaten Kuningan. Instrumen penelitian berupa pre-test dan post-test untuk mengukur capaian belajar antara kelompok eksperimen dan kontrol. Findings: Hasil analisis menunjukkan peningkatan hasil belajar yang signifikan pada kelompok eksperimen. Integrasi ini secara efektif memitigasi kesalahan konsep dini melalui bimbingan sistematis dan visualisasi konkret yang menjembatani abstraksi matematis dengan pemahaman siswa. Practical implications: Temuan ini merekomendasikan pendidik untuk mengadopsi inovasi pedagogis yang memadukan strategi terbimbing dengan media konkret guna menciptakan lingkungan belajar yang dinamis, sistematis, dan berpusat pada siswa di tingkat sekolah dasar.Originality/value: Studi ini mengisi kesenjangan literatur mengenai penggabungan metode terbimbing dan alat peraga secara simultan yang sebelumnya sering dikaji secara terpisah dalam konteks pembelajaran matematika.

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