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INDONESIA
Terampil : Jurnal Pendidikan dan Pembelajaran Dasar
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23551925     EISSN : 25808915     DOI : -
Core Subject : Education,
Education
TERAMPIL is a journal of basic education and learning p-ISSN 2355-1925 e-ISSN 2580-8915 which is managed by Prodi PGMI Faculty of Tarbiyah and Teacher Training of Raden Intan State Islamic University of Lampung. This journal is published twice a year and serves as a tool for researchers, academics and practitioners interested in basic education and learning studies and wishes to channel their thoughts and findings, especially in relation to studies in science at madrasah ibtidaiyah / elementary schools. The articles contained are the results of research, scientific and critical and comprehensive review of the important and current issues covered in the journals.
Arjuna Subject : -
Articles 252 Documents
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Literature Review: Implementation of Realistic Mathematics Education (RME) Based on Concrete Media in Mathematics Learning Musrian; Fironika Kusumadewi, Rida
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.29109

Abstract

This study aims to analyze the implementation of Realistic Mathematics Education (RME) based on concrete media in mathematics learning and identify research trends and development opportunities. A Systematic Literature Review (SLR) combined with bibliometric analysis was employed as the research method. Literature searches were conducted through Google Scholar, Scopus, Garuda, and Lens.org databases covering publications from 2021–2025, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Of 221 identified documents, 200 were screened, 95 qualified for full review, and 20 met all inclusion criteria for in-depth analysis. Bibliometric analysis using VOSviewer software was applied to the 200 screened documents to map keyword relationships, research trends, and understudied areas, while the 20 selected articles underwent thematic synthesis to identify implementation patterns and impacts of concrete media-based RME. Findings indicate that concrete media-based RME is generally implemented through real-world contexts, hands-on media exploration, mathematization processes, and student-centered collaborative discussions. This approach has demonstrated positive impacts on conceptual understanding, mathematical reasoning, representation, problem-solving, mathematical literacy, and student engagement. Bibliometric analysis reveals that RME research remains dominated by general mathematics education studies, while the integration of RME with concrete media is still relatively scarce, representing a promising gap for future research agendas. These findings confirm that integrating RME with concrete media is a potential strategy for creating mathematics learning that is more contextual, meaningful, and responsive to students' characteristics.
Academic Supervision and Reflective Literacy-based Teacher Performance Management in Elementary Schools Winarti, Winarti; Salamun, Salamun; Wahyudi, Apri
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.30614

Abstract

This study aims to explore the potential effects of academic supervision and reflective literacy on teacher effectiveness. Using a qualitative approach and a case study design, the study was conducted in a public elementary school in Tulang Bawang Regency, Indonesia. Data were collected through semi-structured interviews with 14 participants (1 principal, 2 supervisors, and 11 classroom teachers). In addition, records from performance reviews, supervision reports, and teacher reflection journals were examined, and six classroom learning sessions were directly observed. The results demonstrate that typical supervision, which focuses solely on administrative tasks, is insufficient to improve instructors' instructional competency. However, teachers who actively engaged in reflective literacy practices such as updating lesson plans, interacting with colleagues and journaling independently showed significant performance improvements. This group of reflective teachers achieved an average performance score of 85/100, compared to the mere 70/100 for non-reflective teachers. They may also change their teaching methods three or four times a semester since they become more adaptable. Principal leadership, which sees supervision as a coaching process, is one crucial component of strength. The study's conclusions indicate that the integration of reflective literacy transforms academic supervision into a teacher-centered professional learning process.

Page 26 of 26 | Total Record : 252

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