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Dita Purwinda Anggrella
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Jenius: Journal Education Policy and Elementary Education Issues
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27753190     EISSN : 27753182     DOI : http://doi.org/10.22515/jenius
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Journal Education Policy and Elementary Education Issues (JENIUS) is an electronic journal focuses on critical studies of elementary education. It provides an academic platform for professionals and researchers to Investigated the dynamics of learning students at elementary education / Madrasah Ibtidaiyah (Islamic elementary school). Publishing two times a year, ie Issue 1 Issue 2 in Juni and December in Indonesian or English. The focus and scope of JENIUS: Curriculum Development in Elementary Education (MI/SD), Learning Strategies in Elementary Education (MI/SD), Teacher Competence in Elementary Education (MI/SD), Assessment in Elementary Education (MI/SD), Learning (Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art and Local content) in Elementary Education (MI/SD).
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2024): DECEMBER" : 5 Documents clear
Analysis of Students' Learning Difficulties in Mathematics Subjects for Class V MIM Al-Akbar Pandeyan Izzatul Laili; Purbowati , Dwi
JENIUS :Journal of Education Policy and Elementary Education Issues Vol. 5 No. 2 (2024): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v5i2.7906

Abstract

Grade V MIM Al-Akbar Pandeyan students generally find it difficult to learn mathematics because they consider it a difficult and scary subject, even though mathematics has an important role in everyday life. This study aims to determine students' learning difficulties and the factors causing students' learning difficulties in mathematics subjects for grade V at MIM Al-Akbar Pandeyan, Ngemplak, Boyolali, in the 2022/2023 Academic Year. This study uses a quantitative descriptive research type. Data collection techniques use tests, questionnaires, and documentation. The results of the study show that: 1) The learning difficulties faced by students in mathematics subjects for grade V consist of two, namely students' difficulties in understanding the concept of material on nets of geometric shapes (cubes and cuboids) and difficulties in problem-solving, namely in arithmetic operations, solving story problems, and changing problem sentences into mathematical sentences; 2) The factors of learning difficulties faced by students in mathematics subjects of grade V at MIM Al-Akbar Pandeyan consist of two factors, namely internal factors (attitude in learning 54.80%, learning motivation 58.97%, physical health 44.87%, and sensory ability 45.19%) and external factors (teacher factors 39.74%, use of learning media 55.13%, school facilities and infrastructure 43.27%, and family environment 46.92%). The results of this study are expected to help teachers design more adaptive learning strategies based on student needs
Analysis of Learning Barriers and Elementary School Students' Errors in Solving Mathematical Story Problems Luthfiatunnisa, Ranti; Hardi, Hardi
JENIUS :Journal of Education Policy and Elementary Education Issues Vol. 5 No. 2 (2024): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v5i2.8939

Abstract

The errors made by students can be used as a benchmark for students' understanding of the material. This study aims to determine the obstacles to students' learning in solving mathematical story problems based on Brousseau & Balacheff's theory, to find out students' errors in solving mathematical story problems based on Newman's Error Analysis theory, and the factors that cause students to make mistakes in solving mathematical story problems. This research was conducted at MI GUPPI Wironanggan from September 2023 to March 2024. The subjects of this study were grade V students. The type of research is qualitative. Data collection used semi-structured interviews and observations. This study uses supporting instruments like mathematical story problems on speed and discharge material. The data analysis technique uses source triangulation and technique triangulation. The results of this study are the existence of learning obstacles experienced by students, including Ontogenic Obstacles, Didactic Obstacles, and Epistemological Obstacles; the errors made by students include errors in reading, understanding, transforming, and concluding. Several factors that cause student errors include low accuracy in solving problems, not memorizing formulas and not understanding their use, and low student ability in performing arithmetic operations. Based on the study results, teachers are expected to increase the intensity of giving varied questions at various levels
Relationship between Reading Interest and Indonesian Language Learning Outcomes of Elementary School Students Agustin, Adelia Agustin; Suprapti, Suprapti
JENIUS :Journal of Education Policy and Elementary Education Issues Vol. 5 No. 2 (2024): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v5i2.9058

Abstract

Students' reading interest is one of the important factors that can influence learning outcomes, especially in Indonesian language subjects, which play a role in developing students' literacy skills. This study aims to determine reading interest and Indonesian language learning outcomes and the relationship between the two variables in grade V students of MIM PK Blimbing Gatak Sukoharjo in the 2023/2024 Academic Year. This quantitative correlational study involved a class V population and a sample size of 31 students. The sampling technique used simple random sampling. The instruments used were tests and questionnaires. The data analysis technique used in this study was hypothesis testing using the product moment correlation formula. The results showed that reading interest was in the moderate category of 42% of 31 students; Indonesian language learning outcomes were also in the moderate category of 42% of 31 students. Based on the calculation of the hypothesis test, the value of sig. was obtained. 0.000 <0.05 shows a significant positive relationship between reading interest and Indonesian language learning outcomes.
Elementary School Students' Ability to Solve Mathematical Story Problems Delafia Maghfiroh, Delafia; Wahyuningsih , Retno
JENIUS :Journal of Education Policy and Elementary Education Issues Vol. 5 No. 2 (2024): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v5i2.9372

Abstract

Elementary school students' ability to solve mathematical story problems is important in implementing contextual learning in everyday life, but students often have difficulty understanding and solving story-based problems. This study analyses students' ability to solve mathematical story problems, namely conceptual understanding, operational abilities, and problem-solving. This type of research is descriptive quantitative research carried out in stages from September 2023 to April 2024. The study subjects were 34 fifth-grade students who were given five essay story problems. The data analysis technique in this study used descriptive statistics with percentages. The results showed that in the aspect of conceptual understanding, the average score of students was 2.18, with the majority of answer categories at a low level (47.05%). Regarding operational abilities, the average score reached 2.35 for multiplication and 2.32 for division operations, with the highest answer categories at a low level (35.29% and 35.29%). In the problem-solving aspect, the average student score was 1.76 for question 4 and 1.88 for question 5, with most students (58.82% and 44.11%) in the low category. Overall, the average score of students in solving story problems was 52.65, with a standard deviation of 18.80; the highest score was 90, and the lowest score was 25. These results indicate that students' ability to solve mathematical story problems still needs to be improved, especially in problem-solving. More structured learning interventions based on problem-solving steps are recommended to improve students' abilities
Science Literacy and Critical Thinking Skills of Elementary School Students: A Correlation Study Ayu Apriliana, Nindi; Anggrella, Dita Purwinda
JENIUS :Journal of Education Policy and Elementary Education Issues Vol. 5 No. 2 (2024): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v5i2.10198

Abstract

Scientific literacy includes students' ability to understand scientific concepts, apply that knowledge to solve problems and make decisions based on scientific information. Meanwhile, critical thinking skills involve analysing, evaluating, and synthesising information logically. This study aims to analyse scientific literacy skills, critical thinking skills, and the relationship between the two in elementary school students. The research method used is a quantitative approach with a correlational type. The population in the study involved 68 students of grade V MI Muhammadiyah Trangsan, so a sample of 58 students was obtained using the Slovin formula. The sampling technique used was simple random sampling. Data were collected through essay tests of scientific literacy and critical thinking skills on the water cycle material. The results showed an average value of scientific literacy of 62.71, which is in the moderate category; an average value of critical thinking skills of 71.93, which is in the moderate category; and a correlation coefficient value of 0.617, which indicates a fairly strong positive relationship. This result means that the higher the students' scientific literacy skills, the better their critical thinking skills. A simple linear regression test shows R2 = 0.381, meaning that scientific literacy factors influence 33.8% of critical thinking skills, while other factors influence the remaining 66.2%. This finding indicates the importance of strengthening scientific literacy in learning to improve students' critical thinking skills.

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