Vol. 2 No. 3 (2025): SEPTEMBER-AEJ
Articles
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Qualitative Study: Mathematics Teachers' Strategies in Delivering Geometry Material in Inclusive Classes
DOI :
https://doi.org/10.62872/aej.v2i3.29
| Views: 168
| Download: 103
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Tharienna Dhesta Kusuma Dewi
Universitas Sains Al-Qur'an , Wonosobo, Indonesia
Indonesia
This study aims to explore geometry learning strategies used by mathematics teachers in inclusive classrooms at the junior high school level. Geometry, as part of the mathematics curriculum, has a high level of abstraction, thus demanding a pedagogical approach that is adaptive to the diversity of cognitive and socio-emotional functions of students, especially those with special needs. This study used a descriptive qualitative approach with data collection techniques such as in-depth interviews, classroom observations, and documentation studies. Data analysis was conducted based on the Miles and Huberman model, with attention to the qualitative validity principles of Lincoln and Guba. The findings indicate that teachers implement learning differentiation strategies through content modification, the use of multisensory media, assistive technology, and a collaborative project-based approach. This approach aligns with the principles of Universal Design for Learning and the theory of multiple intelligences that encourage instructional flexibility. However, limited pedagogical training, workload, and lack of institutional support are significant challenges. Teachers' critical reflection as reflective practitioners plays a crucial role in designing inclusive and contextual learning innovations. This study recommends strengthening teacher capacity through ongoing training and cross-stakeholder collaboration to achieve academic equity in inclusive mathematics education.
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Tharienna Dhesta Kusuma Dewi
Universitas Sains Al-Qur'an , Wonosobo, Indonesia
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Improving Students’ Numeracy and Literacy Skills Through a Contextual Approach
DOI :
https://doi.org/10.62872/aej.v2i3.32
| Views: 318
| Download: 170
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Nuril Huda
UIN Maulana Malik Ibrahim Malang
Indonesia
Numeracy literacy skills are one of the essential competencies of the 21st century, yet national and international assessments show that elementary school students in Indonesia still face difficulties in connecting mathematical concepts to real-world contexts. This study aims to evaluate the effectiveness of a contextual-based numeracy literacy learning model combined with simple digital media in improving student achievement. The research method used a quasi-experimental design with a pretest–posttest control group model. Two classes were designated as the experimental and control groups, with an intervention of eight meetings based on everyday life contexts (e.g., market prices and rainfall data) combined with simple digital media such as spreadsheets and visual simulations. The results of the ANCOVA analysis showed a significant difference between the experimental and control groups, with a large effect size (Hedges' g = 1.12). The strongest improvement occurred in the formulate aspect, followed by employ and interpret. Qualitative findings through interviews and observations also showed increased motivation, active participation, and self-confidence in students. Thus, the contextual model with simple digital support is effective in improving numeracy literacy and is relevant for wider implementation as a learning strategy, while supporting the achievement of SDG 4 on quality and inclusive education.
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Nuril Huda
UIN Maulana Malik Ibrahim Malang
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Comparison of Conventional and Contextual Mathematics Learning in Elementary Schools
DOI :
https://doi.org/10.62872/aej.v2i3.30
| Views: 202
| Download: 168
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Risza Presty Rumani
Universitas Ahmad Dahlan
Indonesia
Mathematics learning at the elementary school level plays a strategic role in developing students' logical and critical thinking skills from an early age. However, the conventional approach still dominant in many schools tends to emphasize procedural solutions without building in-depth conceptual understanding. This approach risks separating mathematics from students' real-life contexts. As an alternative, the contextual teaching and learning (CTL) approach has emerged as a model that emphasizes the connection between material and students' everyday experiences. This study aims to compare the two approaches through a literature review method with a descriptive qualitative approach. Data were collected from various accredited academic sources over the past five years. The analysis results indicate that the conventional approach is effective in developing procedural skills, while the contextual approach excels in fostering conceptual understanding, learning motivation, and 21st-century skills. However, CTL requires teacher preparedness and adequate resources. This study recommends an adaptive integration of the two approaches to create more relevant, inclusive, and contextual mathematics learning strategies. The theoretical and practical implications point to the importance of constructivism as the primary foundation in developing meaningful mathematics teaching strategies in elementary schools.
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Risza Presty Rumani
Universitas Ahmad Dahlan
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Implementation of Problem-Based Mathematics Learning in Improving Critical Thinking Skills
DOI :
https://doi.org/10.62872/aej.v2i3.33
| Views: 181
| Download: 94
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Revi Andari Widyatiningtyas
Universitas Langlangbuana
Indonesia
Keterampilan berpikir kritis merupakan salah satu kompetensi penting abad ke-21 yang perlu dikembangkan melalui pembelajaran matematika. Namun, praktik pembelajaran konvensional di kelas sering kali masih menekankan hafalan prosedural, sehingga siswa kurang terlatih dalam menganalisis dan mengevaluasi permasalahan kontekstual. Penelitian ini bertujuan untuk menganalisis efektivitas implementasi Problem-Based Learning (PBL) berbantuan media digital dalam meningkatkan keterampilan berpikir kritis matematis siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental non-equivalent control group design. Subjek penelitian melibatkan 64 siswa sekolah menengah pertama, yang dibagi menjadi kelas eksperimen (PBL + media digital) dan kelas kontrol (pembelajaran konvensional). Instrumen yang digunakan meliputi tes keterampilan berpikir kritis (pre-test dan post-test), lembar observasi, dan angket persepsi siswa. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai N-Gain sebesar 0.61 (kategori sedang), sementara kelas kontrol hanya mencapai 0.32 (kategori rendah). Uji t-test memperlihatkan perbedaan signifikan pada taraf 0.05. Observasi dan angket mendukung temuan tersebut, di mana siswa merasa lebih termotivasi, interaktif, dan percaya diri dalam pembelajaran. Kesimpulannya, PBL berbantuan media digital terbukti efektif dalam meningkatkan keterampilan berpikir kritis matematis siswa serta menciptakan suasana belajar yang lebih bermakna dan kolaboratif.
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Revi Andari Widyatiningtyas
Universitas Langlangbuana
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Integration of Pancasila Student Profiles in Project-Based Mathematics Learning
DOI :
https://doi.org/10.62872/aej.v2i3.31
| Views: 149
| Download: 95
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Nur Wahyuni
Universitas Ahmad Dahlan
Indonesia
The integration of the Pancasila Student Profile into mathematics learning is a strategic effort to foster character while improving students' academic competence. This study aims to describe the application of the Pancasila Student Profile values in project-based mathematics learning in the school environment. The method used is descriptive qualitative with data collection techniques through observation, documentation, and interviews with teachers and students. The results of the study indicate that values such as mutual cooperation, critical reasoning, and independence can be internalized effectively through contextual and collaborative mathematics project activities. Project-based learning not only strengthens the understanding of mathematical concepts but also shapes students' attitudes and behaviors in accordance with the Pancasila Student Profile. These findings recommend the need to strengthen the role of teachers in designing integrative and student-centered learning projects.
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Nur Wahyuni
Universitas Ahmad Dahlan
