Elementary School Mathematics Research Articles

Using the UTAUT-TPACK model to explain digital teaching behaviour of elementary school mathematics teacher

ABSTRACT The appropriate use of digital technology in the classroom is very helpful to improve mathematics teaching in elementary school. However, the current situation of elementary school mathematics teachers’ digital teaching behaviour is not optimistic. This study analysed the factors influencing elementary school mathematics teachers’ digital teaching behaviour. A revised unified theory of acceptance and use of technology (UTAUT) model with technological pedagogical content knowledge (TPACK) was used to understand elementary school mathematics teachers’ digital teaching behaviour. A questionnaire survey was conducted in Hunan province of China. Three hundred elementary school mathematics teachers provided valid questionnaire data. The partial least squares structural equation modelling (PLS-SEM) approach was used to analyse the data. It was found that TPACK and facilitating conditions positively and significantly affected digital teaching behaviour of elementary school mathematics teachers, and TPACK was the biggest influential factor. The research results have important implications for improving digital teaching behaviour of elementary school mathematics teachers and promoting digital transformation of elementary school mathematics education.

HIGHER ORDER THINKING SKILLS IN MATHEMATICS AT ELEMENTARY SCHOOL

This research aims to describe creative thinking skills and mathematical problem solving abilities through the application of a project-based learning model. This research uses a quantitative approach with a quasi-experimental method with a posttest-only group design. The sample consisted of 53 students in class V of elementary schools in East Manggarai district which consist two class, with details in the experimental class total 27 people and the control class total 26 people. The sampling technique uses random sampling technique. Data collection techniques use test techniques. The tests used are descriptive tests both to measure creative thinking skills and for data about problem solving abilities. Based on the reliability test results, all items are in the high category. The data analysis technique using MANOVA with the help of SPSS 23.00. The asumtion tests used are data normality test, data homogeneity test, and multicolinearity test. Research findings show that both separately and simultaneously the creative thinking ability and problem solving ability of students who receive learning using the project-based learning model is higher than students who receive learning with conventional models. The project model also has a strong and important impact on the creative thinking abilities and mathematical problem solving abilities of elementary school students. In conclusion, the implementation of the project-based learning model is one of the alternative choices used by teachers for creativity in learning mathematics in elementary schools.

Pengembangan Aplikasi Android Guizzer sebagai Media Pembelajaran Matematika untuk Siswa Kelas V Sekolah Dasar

Purpose – This research aims to determine the feasibility of the Android-based "guizzer" application in mathematics learning for fifth grade elementary school. The lack of teacher innovation in the use of learning media, especially mathematics, makes students less enthusiastic. Therefore, researchers developed an Android-based Guizzer application to improve the quality of fifth grade elementary school mathematics learning.Method – This research uses Research and Development (R&D) research with the ADDIE development model including the Analyze, Design, Development, Implement and Evaluate stages. This research was carried out at Waturoyo State Elementary School with the research subject being class V. Data collection techniques used included observation, interviews and questionnaires. The data analysis used is in the form of validity.Findings – The research results show that the results of media validation by validator 1 were 78.3% and validator 2 were 85%, resulting in an average of 81.65% (very feasible). The results of material validation by validator 1 obtained a percentage of 83.3% and validator 2 of 81.7%, so an average of 82.5% was obtained (very feasible). The results of the trial, namely student responses, obtained a percentage of 97.1% (very feasible). It can be concluded that the "guizzer" application is very suitable for use in the learning process. Research Implications – Based on the research results, the Android application "Guizzer" is suitable for use in the fifth grade elementary school mathematics learning process. The implication is that students are interested and enthusiastic in the learning process, thereby making a positive contribution to achieving learning goals.

Perceptions, attitudes and approaches of mathematics teachers to remote teaching in an emergency

This study highlights important aspects of the transition from face-to-face to emergency remote teaching (ERT) in the context of elementary school mathematics. The integration of computerised technologies in teaching is a process that requires a change in teaching method and sometimes in teachers’ worldview as well. The research examined the level of technology integration in mathematics lessons using the five-step Apple Classrooms of Tomorrow model. The relationship between mathematics teachers’ teaching strategies and their perceptions of their role in the classroom and in remote teaching in an emergency was analysed. The teachers’ level of comfort with technology integration in face-to-face teaching was found to strongly impact their perceptions of online teaching and the strategies used when transitioning to ERT. We point out tools that teachers need, and that they often lack, in order to incorporate teaching strategies at high levels of thinking, such as research-based learning, problem-solving, and developing classroom discussions while working in collaborative groups, into an online format. Implications arising from this study can shed light on the emphasis that must be considered when planning courses that prepare teachers for ERT, whether for in-service teacher training or bachelor’s and master’s degree programmes.

Development of Media Authoring Tools to Improve Learning Outcomes in Mathematics Class V Elementary School

Education is an important aspect in the development of a nation, with the main goal of the Indonesian government to complete 9 years of Basic Education. One of the efforts to improve the quality of education is through the development of media authoring tools in learning mathematics in elementary schools. This research aims to create interactive learning media that can help grade V students understand mathematics concepts better. By using authoring tools, teachers can create interesting learning materials and make it easier for students to learn. The graduate competency standards set by the government are also a reference in the development of this media. It is expected that through the use of authoring tools, students' mathematics learning outcomes can improve significantly

Back to the Basic: Numeracy Intervention Strategies in the Post Pandemic Year 2022

This study focused on the techniques that educators employed to raise students' numeracy proficiency in elementary school mathematics after the epidemic. Eight math teachers from the Daliaon District participated in the study. As a way to collect data, the participants were chosen at random for in-depth interviews with guiding questions. After applying thematic content analysis, it was discovered that teachers had implemented explicit instruction and math drills as intervention measures. But the study also found that obstacles such as lack of resources and time constraints prevented teachers from putting intervention ideas into practice. These limitations made it more difficult for teachers to build students' skills in a thorough and interesting way. The study's insights were that offering teaching resources and placing a strong emphasis on time- bound sessions can help teachers carry out intervention.

Numbered Head Together Model Assisted by Concrete Media on Students' Critical Thinking Ability in Mathematics Learning

Learning mathematics is one of the subjects that students consider difficult. This is because students do not understand the concepts given. Students have low critical thinking skills, because in learning teachers do not use appropriate learning models and learning media that suit student characteristics. Teachers only use conventional learning models. Based on this, a learning model is needed that can improve critical thinking skills. This research aims to analyze the significant influence of the NHT type cooperative model assisted by concrete media on students' critical thinking abilities in fifth grade elementary school mathematics learning. This research is a quasi-experimental research with a non-equivalent control group design. The population of this study was all class V totaling 217 students. The research sample was determined using a cluster random sampling technique which obtained class V of as many as 38 students as experimental class and class V as many as 30 students as the control class. The data collection method in this research is the test method, with the type of test used being the description test. Data obtained from the post-test results were analyzed using descriptive statistical techniques and inferential statistical analysis using the polled variance t-test. Based on data analysis, the results showed that the NHT type cooperative model assisted by concrete media had a significant effect on students' critical thinking abilities in fifth grade elementary school mathematics learning.

Pengembangan Subject Spesific Pedagogy sebagai Upaya Penguatan Profil Pelajar Pancasila pada Mata Pelajaran Matematika Fase C Sekolah Dasar

This research aims to develop subject specific pedagogy as an effort to strengthen the profile of Pancasila Students in Elementary School Phase C mathematics subjects and to determine the feasibility of subject specific pedagogy as an effort to strengthen the profile of Pancasila Students in Elementary School Phase C mathematics subjects. This research is a type of development research which is research using qualitative and quantitative approaches. The development model used in this research is the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. The research was carried out at SDN 55/I Sridadi, Muara Bulian District, Batang Hari Regency with the target subjects being teachers and students. This data can be obtained through the results of validation questionnaires which are assessed by validators, namely experts, media, material experts and language experts. The results of the research show that the development of subject specific pedagogy as an effort to strengthen the profile of Pancasila students in Phase C elementary school mathematics subjects as a whole is suitable for use in the learning process in elementary schools.

The Effect of Schema-Based Instruction to Improve Mathematics Problem-Solving Ability of Elementry Students

Mathematical problem-solving ability is one of the skills that need to be taught to students since learning in elementary school. Mathematical problem-solving ability can be known from students' understanding of the information known and asked in the problem. They are also expected to be able to plan problem-solving strategies and perform appropriate calculation operations. Fifth-grade students of public elementary schools in Kupang City, East Nusa Tenggara still have difficulty solving problem solving problems. For this reason, the Schema Based Instruction (SBI) method was applied to improve students' mathematics problem-solving skills. This study aims to determine the effect of the SBI method on the mathematical problem-solving ability of fifth-grade elementary school students. This research used an experimental method with research design is posttest-only control group design. The research was conducted in class V in one of the public schools in Kelapa Lima District, Kupang City, NTT. The research instrument was a post-test question in the form of an essay of six numbers. The post-test results were tested using the T-test and post-hock to determine whether there was an effect of the SBI method on mathematical problem-solving skills. The calculation results show that the learning outcomes of students who learn using the SBI method are higher than students who learn using the expository method. It can be concluded that the SBI method can be used as one of the references for learning methods that can be used in learning mathematics in elementary schools to improve mathematical problem-solving skills. Keywords: Schema Based Instruction, Mathematics Problem-Solving Ability, Elementry School

나눗셈 도입 단원의 곱셈과 나눗셈의 관계 지도 내용 분석

Multiplication and division can cancel each other's calculation results, and they are in the relationsheep of inverse operations. Division is mathematically defined based on multiplication. This means that division assumes a multiplication structure. It is also possible to explain the inverse operation relationship between multiplication and division in the way that division utilizes the multiplication structure. In particular, when expressed as a multiplicative expression, division corresponds to the problem of finding the number to be multiplied or multiplied with a given product. This is the opposite of the calculation direction of multiplication, and the number to be found can vary depending on the context of division. Based on the analysis of the inverse operation relationship between multiplication and division, the division introduction unit of 11 elementary school textbooks were analyzed. Korea's elementary school mathematics textbooks teach division and division calculation methods based on the context of the inverse operation relationship between multiplication, and the contexs of division. As a result of the textbook analysis, it was found that the textbooks taught the relationship between multiplication and division as the quotient of division could be obtained using the related multiplication formula, and the number to divide the related multiplication formula was fixed as the number to be multiplied. Accordingly, the position of the quotient is at the multiplier in the multiplication expression, and this means that the context of the division is measurement division. As a result of adhering to this division quotient calculation method, problems arise when Korean elementary school mathematics textbooks explain the division calculation process in the context of the equal division system using multiplication formulas, and there are cases where the division quotient calculation method is inappropriate for the multiplication structure. Based on the textbook analysis results, some ideas were proposed to improve the teaching of the relationship between multiplication and division, and division.

Validity of the Elementary School Mathematics E-Module on Fractional Material Based on the Realistic Mathematics Education (RME) Approach

This research is motivated by observations that show the lack of additional teaching materials in schools that facilitate students in communicating mathematical ideas (symbols, pictures, and graphs) as well as concepts related to fractions by presenting the surrounding environment as a source of learning. This study aims to reveal the validity level of mathematics e-modules on fractional material based on the RME approach developed. The type of research used is research and development, and the research model used is the ADDIE model, namely the analysis stage, development stage, implementation stage, and evaluation stage. The validity sheet is the instrument used in this study. Researchers analyzed validation sheets with a scale of 5 (five) to determine the quality of the e-modules developed. The results of material expert validation got a score of 0.9 with a very valid category; media expert validation got a score of 0.89 with a very valid category; and linguist validation got a score of 0.9 with a very valid category. So, the mathematics e-module on fractional material based on the RME approach is valid and feasible to use as a mathematics module, especially fractional material, because it has met the assessment criteria.

Penerapan Model Pembelajaran Picture And Picture Untuk Meningkatkan Hasil Belajar Siswa Materi Bangun Datar Pelajaran Matematika Kelas I SD Alfityah Pekanbaru

The low learning outcomes of students in flat shapes material in grade 1 elementary school mathematics lessons is the main problem faced. Students often have difficulty understanding the basic concepts of flat shapes taught conventionally. The aim of the research is to improve student learning outcomes by using the Picture and Picture learning model for Flat Building Material in Mathematics Lessons. This research method includes Classroom Action Research (PTK) which was carried out in two cycles. Each cycle consists of four stages, namely design, implementation, observation and reflection. The research results obtained are (1) teacher activity in cycle I using the Picture and Picture learning model from 83.92% to 92.85% in the cycle II, (2) student activities in cycle I using the Picture and Picture model 75% to 91% in cycle II and (3) learning outcomes for Flat Figure material in Mathematics lessons in cycle I using the Picture and Picture model 60% to 90% in cycle II. This shows that the student learning outcomes for Mathematics Lesson Flat Figure Material using the Picture and Picture Learning model show very positive results.

Mathematics teachers' opinions about their professional development and lesson planning: Lesson study perspectives

The lesson study is a teaching model that emerged from the needs for teachers’ developments in their professions in Japan. This method allows teachers to work collaboratively in line with some common goals, (i) to plan their lessons, (ii) to eliminate their professional deficiencies, and (iii) to gain different perspectives by contributing to their professional development. In this context, the aim of the study is to determine elementary school mathematics teachers’ opinions on how the lesson study activities contribute to their professional developments. In addition, determining how teachers plan the lessons with respect to lesson study activities is another goal of this study. The method of the research is action research, which is one of the qualitative research methods. The study, carried out in the form of three lesson cycles, was completed in six weeks. Content analysis method was used to analyze the data in this study. The coding process of the data is based on constant comparison method. The research results indicated that the collaboration among mathematics teachers using the lesson method contributed to their professional development in various ways, and that teachers prepared lesson plans by paying attention to different factors related to geometry lesson before instructions. Consequently, some suggestions were made on the results obtained.

The Talking Stick Model Improves Mathematics Learning Outcomes for Fourth Grade Elementary School Students

The problem that often occurs is that studying mathematics in elementary school seems boring, resulting in low learning outcomes. This research aims to analyze the application of the Talking Stick learning model to improve mathematics learning outcomes in fourth-grade elementary school students. This type of research is quantitative research. This research uses a non-equivalent control group essay method with a quasy-experimental type. The subjects of this research were 27 grade IV elementary school students, consisting of 13 male students and 14 female students. The data collection methods used in this research are observation, interviews, tests and observation sheets. The instruments used to collect data were observation sheets and test questions. The techniques used to analyze the data are qualitative descriptive analysis techniques and quantitative and inferential statistics. The research results show that applying the Talking Stick learning model, which pays attention to the number of members in each group, can improve the mathematics learning outcomes of fourth-grade elementary school students. In the initial test, six students (22%) got a score of 76; in the previous pretest results of the application of Talking Stick learning, there were nine students (33%). After the implementation of Talking Stick learning, 26 students out of the total got scores above the KKM. The t-test results also show differences in mathematics learning outcomes after implementing the Talking Stick learning model. It was concluded that the Talking Stick learning model can be used in mathematics learning.

Literature Study: Elementary School Mathematics Learning with Islamic Integration

Literature Study: Elementary School Mathematics Learning with Islamic Integration

Implementation of the Jigsaw Type Cooperative Model Using Pop Up Book Media to Increase Elementary School Students' Mathematics Learning Activeness

The aim of this research is to find out how to apply the Jigsaw Type Cooperative learning model in increasing student activity in elementary school mathematics learning. The research method used is a classroom action research method that uses the development model by Kemmis and Mc. Taggart. The subjects of this research were 32 class VI students at SD Negeri 207/IV Jambi City. Data was collected using observation techniques, questionnaires and written tests. Data analysis uses quantitative descriptive analysis. The results of the research prove that the application of the jigsaw cooperative learning model can increase the learning activity of class VI students in the mathematics subject of plane figures. The average results of observing students' learning activity in cycle I was 87.52%, in cycle II it increased to 90.00%, the results of the student learning activity questionnaire obtained an average in cycle I of 60.55% and in cycle II it increased to 89.31%.

Analisis Materi Pokok Mata Pelajaran Matematika Kelas II Sekolah Dasar

Learning mathematics in elementary school is a general subject that must be studied at all levels of school, whether elementary, middle or high school. This research aims to find out the main material in second grade mathematics using the 2013 curriculum (2017 revised edition). Which contains basic competencies, core competencies, operational verbs, HOTS (Higher Order Thinking Skills) and LOTS (Lower Order Thinking Skills) question content. This writing uses a literature study method with data analysis techniques. The results of this research showed that the distribution of dominant mathematical material for KKO KD was in C1, namely identifying, 19%, C2, namely explaining, 50%, C3, namely sorting, 25%, and C4, namely completing 6%. In second grade mathematics material, lower order thinking skills (LOTS) are more dominant, namely 79%. Meanwhile, higher order thinking skills (HOTS) are 21%. Keywords: Subject Matter, Operational Verbs, HOTS and LOTS.

Bringing Compassion to Mathematics Learning in Elementary School

Poor instructional design is alleged to be the cause of the low ability and poor mathematical attitude of students. The preparation of learning design focuses too much on academic intellectual barriers and tends to override psychological-emotional barriers. Without overcoming cognitive and emotional barriers at the same time, a student will not achieve optimal results in learning mathematics. This study aims to analyze the needs of learning mathematics in elementary schools and especially analyze the existence of social emotional barriers in learning mathematics. The results of the learning needs analysis are used as the basis for developing a more comprehensive mathematics learning design. This study uses a qualitative - descriptive method. The study was conducted in 10 elementary schools in East Java involving 30 students and 10 mathematics teachers. The results showed that students who had difficulty in learning mathematics were not always due to the student’s academic capacity, but were also influenced by their ability to focus, struggle, and their involvement in learning. The teachers so far only focus on overcoming academic obstacles and tend to override social emotional barriers in learning mathematics. The purpose of learning mathematics will be achieved when the teacher succeeds in overcoming both intellectual and emotional problems. The implications of the research findings show the urgency to include the value of compassion in mathematics learning, especially at the elementary school. Compassionate mathematics is an idea to collaborate on social emotional learning, joyful learning and realistic education in learning mathematics. Keywords: compassion, elementary school, mathematics learning

Ethno-Pedagogy Study: Exploration of Character Values and Mathematical Concepts in Badeng Art at Elementary Level

Culture is a habit that contains of important elements and fundamental values and is close to human life which is passed down from generation to generation. Culture can be used as a medium of learning for students in schools as well as the learning culture itself. Badeng is a traditional musical art culture from Sanding Village, Malangbong District, Garut Regency, West Java which is must be preserved. The aims of study are to explore the mathematical concepts and character value in Badeng music so that they can be implemented and integrated in teaching mathematics in elementary schools.

The Development of a Realistic Mathematics-Based E-Module Using Project Assignments to Improve Students' Concept Understanding

The objectives of elementary school mathematics learning are to encourage students to solve problems in everyday life that require a good understanding of concepts. The fact is that student's understanding of concepts at Aisyiyah Innovative Elementary School and Modern Sakti MI is still need improvement. The reason is that teaching materials and teaching strategies don't support students' conceptual understanding. The objectives of this study are, (1) to describe the design of a realistic mathematics-based e-module (RME) with project assignments, and (2) to describe the effect of a realistic mathematics-based e-module (RME). Assist project assignments in improving students' conceptual understanding. This study uses 7 steps Borg &Gall development model adopted by Sugiyono, which are potentials and problems, data collection, product design, design validation, design revision; product trials, and usage trials. The results of the percentage assessment of the questionnaire included material experts 90%, linguists 86.67%, media experts 84.5%, teachers 80%, and students 83.6%. The results of the t-test of the post-test value of the experimental class and the control class showed a sig-2-tailed value of 0. 000 < 0.05. So it can be concluded that the design of a realistic mathematics-based e-module (RME) with project assignments fulfills process, structure, component, and user requirements and effectively improve students' conceptual understanding.Keywords: Concept Understanding, E-Module Development, Realistic Mathematics (RME), Project Assignments,