JUPIKA: JURNAL PENDIDIKAN MATEMATIKA

DEVELOPMENT OF AN RME-BASED LEARNING MODULE INTEGRATING NUMERACY LITERACY INDICATORS FOR PRIMARY SCHOOL STUDENTS

2026-07-02T12:42:28+00:00

Despite the growing use of Realistic Mathematics Education (RME) in mathematics instruction, few studies have developed learning modules that explicitly integrate numeracy literacy indicators throughout the learning process for primary school students. This study aimed to develop an RME-based learning module that is valid, practical, and effective in improving primary school students’ numeracy literacy. This Research and Development (R&D) study employed the ADDIE model involving 25 fifth-grade students at SDN Sidodadi. Data was collected through observations, questionnaires, and pretest-posttest tests and analyzed using percentage analysis and the N-gain test. The developed module achieved validity scores of 90% for the module aspect and 95% for the content aspect, both categorized as very valid, while its practicality reached 85% (very practical). Students’ numeracy literacy improved from a mean pretest score of 62.84 to 81.88, with an N-gain score of 0.63 (effective). The novelty of this study lies in integrating numeracy literacy indicators into every stage of the RME learning syntax. Therefore, the developed module can support numeracy-oriented mathematics learning in primary schools.

STUDENTS MATHEMATICAL LITERACY SKILLS ON FRACTIONS VIEWED FROM LEARNING INTEREST AND LEARNING STYLES

2026-07-04T00:53:56+00:00

Mathematical literacy among Indonesian elementary students remains low, particularly in contextual fraction problems, often due to internal factors like learning interest and styles. This study aims to describe fifth-grade students' mathematical literacy skills on fraction materials based on their learning interest and learning styles. A descriptive qualitative approach was employed. The subjects were 20 fifth-grade students, with selected participants chosen via purposive sampling. Data were collected through questionnaires, literacy tests, interviews, and documentation, then analyzed using the Miles and Huberman model. The results indicate that students with high learning interest demonstrate superior literacy skills, showing persistence and focus. Conversely, those with low interest tend to give up easily. Regarding learning styles, visual learners excel with illustrations, auditory learners prefer verbal explanations, and kinesthetic learners require concrete, practical involvement. The primary obstacle for all students is translating contextual problems into mathematical models. These findings highlight the necessity for differentiated context-based instruction to accommodate diverse psychological and sensory preferences in elementary mathematics education.

THE EFFECT OF CONGKLAK MEDIA ON ELEMENTARY STUDENTS' MATHEMATICS LEARNING OUTCOMES AND SELF-CONFIDENCE

2026-07-04T01:01:56+00:00

Elementary students often struggle with abstract mathematical concepts such as Least Common Multiple (LCM) and Greatest Common Factor (GCF), which negatively impacts their learning outcomes and self-confidence. This study aimed to examine the effect of using congklak media on students’ mathematics learning outcomes and self-confidence in Grade IV at SD Negeri 71 Ambon. A quasi-experimental nonequivalent control group design was employed, involving 34 students divided into experimental (n=17) and control (n=17) classes. Data were collected through validated pretest-posttest instruments and a self-confidence questionnaire, then analyzed using Independent Sample t-test and a Wilcoxon signed-rank test. Results indicated a significant improvement in learning outcomes for the experimental class (mean = 78.29) compared to the control class (mean = 57.06), with Sig. = 0.001. Additionally, students’ self-confidence rose significantly from the low category (48.90%) to the high category (89.85%), confirmed by Sig. = 0.000. Classroom observations also revealed highly active student and teacher engagement. These findings demonstrate that congklak media is an effective, culturally relevant, and interactive learning tool that simultaneously enhances cognitive achievement and affective development in elementary mathematics education.

DEVELOPMENT OF SCRATCH-BASED MEDIA TO IMPROVE STUDENTS’ UNDERSTANDING OF COMPOSITE FUNCTIONS

2026-09-04T05:17:29+00:00

Students generally still exhibit misconceptions when learning about composite functions. It is strongly suspected that this is because teaching aids are still dominated by conventional, text-based media and procedural explanations, meaning that pupils tend to focus on manipulating formulas. Through the 4D R&D model, a Scratch-based resource on composite functions has been developed that is valid in terms of both construct and content. The study involved two expert validators and 30 Year 11 pupils at State Senior Secondary School 12 in Semarang as research subjects in a limited trial. The research results show that the resource achieved a validation score of 86 per cent for the media aspect and 85 per cent for the content. The readability test results indicate that the design aspect fell into the ‘very suitable’ category with a score of 83 per cent; however, the animation, content and presentation aspects were classified as ‘suitable’ with scores of 72 per cent, 76 per cent and 80 per cent, respectively. The resource was effective in improving students’ understanding, with an N-Gain score of 0,7. The Scratch-based learning resource developed was found to be suitable and can be used to support pupils’ understanding of the concept of composite functions. This resource can be utilised by mathematics teachers as an alternative learning resource for composite functions and can be further developed through experimental research to test its effectiveness, as well as research examining its impact on other mathematical abilities and its comparison with those not using the resource.

EFFORTS TO IMPROVE MATHEMATICAL CRITICAL THINKING SKILLS THROUGH THE REALISTIC MATHEMATICS EDUCATION MODEL ASSISTED BY DIAGRAM BOARD MEDIA

2026-09-04T05:02:44+00:00

The critical thinking skills of fourth-grade students at SD Negeri Bangetayu Kulon in mathematics remain low, marked by teacher-centred learning, passive students, and a pre-cycle average score of 64.46 with 42.86% completeness. This classroom action research aimed to improve students' critical thinking skills through the Realistic Mathematics Education (RME) model assisted by diagram boards on pictogram and bar chart material. The study followed the Kemmis and McTaggart model across two cycles, with 28 students (12 boys, 16 girls) as subjects. Data was collected through written tests to measure critical thinking skills and observation sheets to assess the implementation of learning activities, using indicators: 1) Apply, 2) Use data to develop critical insight, 3) Analyze, 4) Evaluate, and 5) Synthesize. Results showed the average score increased from 64.46 (42.86%) in the pre-cycle to 74.28 (71.43%) in Cycle I, and 85.5 (82.14%) in Cycle II, exceeding the success indicators' minimum of 80 and classical completeness of >= 80%. These findings prove that the RME model assisted by diagram boards effectively improves students' critical thinking skills.

DEVELOPMENT OF MADURA’S KERRABHAN SAPE ETHNOMATHEMATICS E-MODULE FOR TEACHING SPEED, DISTANCE, TIME TO FIFTH GRADERS

2026-09-15T07:28:55+00:00

Ethnomathematics studies of Madura’s kerrabhan sape (traditional bull racing) have primarily explored geometric concepts and numerical operations, with limited attention to integrating race distance and travel time into mathematics instruction. This study aimed to develop a valid and practical ethnomathematics e-module for teaching speed, distance, and time to fifth-grade elementary school students. The study employed Plomp’s educational design research model, comprising preliminary research, development or prototyping, and assessment. Media, content, and cultural experts evaluated the module’s validity. Practicality was assessed through questionnaires completed by 21 fifth-grade students at SDN Sumedangan 3 Pademawu and their classroom teacher during a limited trial. Data were collected using validation forms and response questionnaires and analysed through qualitative and quantitative descriptive methods. The results indicated validity scores of 92% for media, 91% for content, and 90% for cultural aspects, all classified as highly valid. Student and teacher responses yielded practicality scores of 88% and 90%, respectively, indicating high practicality. The e-module was engaging, user-friendly, and connected mathematical concepts with Madura’s cultural heritage. Its novelty lies in integrating race-distance and travel-time measurements from kerrabhan sape into mathematics learning. However, its effectiveness in improving students’ mathematical conceptual understanding remains untested and requires further investigation.