Abstract
The research aims to understand the planning or scenario of the MIKiR learning strategy in the mathematics subject for fourth-grade students at MIS Roudlotun Nasyiin Udanawu and the contribution of implementing and the results of the MIKiR strategy in improving mathematics learning outcomes. This research adopts a qualitative approach. The study type used in this research is a case study with data collection techniques including observation, documentation, and interviews. The results indicate that the planning or scenarios, including models, media, and methods used in teaching fourth-grade students at MIS Roudlotun Nasyiin Udanawu, are appropriate and tailored to students' needs and the theme/material. The implementation and results of the MIKiR strategy contribute to the mathematics learning process, enhancing students' learning outcomes in cognitive (knowledge), affective (attitude), and psychomotor (skills) aspects after participating in mathematics learning using the Experiencing, Interacting, Communicating, and Reflecting (MIKiR) strategy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: BASICA Journal of Arts and Science in Primary Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
