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Muhammad Ilham
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Diniyah: Jurnal Pendidikan Dasar
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 27464113     DOI : 10.31332
Core Subject : Education, Engineering,
Education Transportation Other
Diniyah with e-ISSN: 2746-4113 is a forum which publishes an article in the form of the results of thought, research and community service education. This journal is for professionals, academics,researchers, and scholars. The focus and scope of the published article is about primary and early year education related to the theory and practice of teaching and learning, curriculum development, learning materials, learning model, learning methods and instructional media. This journal is published twice a year, May, and November.
Arjuna Subject : Umum - Umum
Articles 2 Documents
 1 
Search results for , issue "Volume 6 Nomor 2, 2025" : 2 Documents clear
Analisis Diagnostik Kesulitan Belajar Bangun Ruang pada Siswa Kelas V Sekolah Dasar: Tinjauan Konseptual, Prinsip, dan Prosedural Putri, Windi Harisa; La Fua, Jumarddin; Halistin
Diniyah: Jurnal Pendidikan Dasar Volume 6 Nomor 2, 2025
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v6i2.7913

Abstract

Learning difficulties in mathematics, particularly in solid geometry, remain common in primary schools and can hinder learning mastery. This study aimed to describe the profile of fifth-grade students’ learning difficulties in solid geometry at SD Negeri 22 Kendari. A qualitative descriptive design supported by descriptive statistics was employed. Data were collected through a story-based diagnostic test, classroom observation, teacher and student interviews, and documentation. The participants consisted of 30 students, with in-depth analysis focusing on 21 students who did not meet the mastery criterion. The findings indicate that the most prominent difficulties were conceptual, including distinguishing solid figures, understanding geometric elements, and using measurement units accurately. Principle-related difficulties appeared in selecting and applying surface area and volume formulas according to problem contexts, especially when linking given information to formula variables. Procedural difficulties involved arithmetic errors, incomplete solution steps, and low computational accuracy. These results highlight the importance of diagnostic assessment and instruction that prioritizes conceptual understanding, relationships among geometric elements, and systematic problem-solving strategies to inform targeted remedial support. Keywords: mathematics learning difficulties; solid geometry; primary school; diagnostic assessment; misconceptions; problem solving
Peningkatan Numerasi Awal Anak Usia Dini melalui Media Gambar Berbasis Lintasan Belajar Enaktif–Ikonik–Simbolik Rostika, Sri; Rohmiati, Rohmiati; Idhayani, Nurul; Sitti Fatimah, Waode; Baen, Faldin
Diniyah: Jurnal Pendidikan Dasar Volume 6 Nomor 2, 2025
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v6i2.12958

Abstract

Early numeracy is a critical foundation for young children’s readiness to learn mathematics. This study aimed to enhance early numeracy through picture media implemented gradually using an enactive–iconic–symbolic learning trajectory. A two-cycle classroom action research design was conducted in a preschool group at PAUD Ummushabri Kendari, involving 15 children. Data were collected through observations of instructional implementation and children’s development, performance and product assessments (matching quantities to number symbols, ordering numbers, and tracing number forms), and documentation. Data were analyzed descriptively using quantitative and qualitative procedures. Results showed steady improvements from the pre-intervention phase to Cycle I and further gains in Cycle II, reaching full class mastery. The strongest progress appeared in one-to-one correspondence and number ordering, while number symbol recognition improved after strengthening quantity–symbol mapping activities. Instructional implementation also improved, especially in consistent gradual support and managing transitions from pictorial representations to number symbols. These findings indicate that picture media is effective when positioned as a representational tool that connects counting experiences, visual representations, and number symbols through repeated, meaningful practice. Keywords: early numeracy; picture media; enactive iconic symbolic; number symbols; one-to-one correspondence; number ordering

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