AB-JME: Al-Bahjah Journal of Mathematics Education

The Impact of Concrete Media on Third-Graders' Conceptual Understanding of Whole Number Addition

Eti Kus Endang, Wiryanto, Neni Mariana — Sun, 07 Jun 2026 00:00:00 +0000

This study aims to analyze the effect of specific concrete media (pebbles, leaves, and ice cream sticks) on third-grade students’ conceptual understanding of whole number addition and their learning motivation. Employing a quasi-experimental non-equivalent control group design, the study involved 30 students from SDN 010 Sepaku during the 2025/2026 academic year. Data were collected using validated tests and questionnaires (Cronbach’s Alpha > 0.70; r-calculated > 0.361). Binary logistic regression analysis revealed that concrete media exerted a statistically non-significant effect on conceptual understanding (Sig. = 0.440; Exp(B) = 0.524). Conversely, an independent samples t-test demonstrated a highly significant positive influence on learning motivation (p < 0.001). Furthermore, Pearson Product-Moment correlation indicated a non-significant relationship between conceptual understanding and learning motivation (Sig. = 0.270). These findings suggest that within short-term interventions, concrete media function more effectively as affective motivational enhancers rather than direct drivers of conceptual mastery. The study underscores the necessity of integrating manipulative media with structured pedagogical scaffolding to optimize both cognitive and affective learning outcomes in elementary mathematics education.

Pengaruh Tingkat Indikator Worry terhadap Self-Regulated Learning Siswa Sekolah Dasar dalam Menyelesaikan Soal Cerita Matematika

Redi Gunawan, Elly Susanti, Abdussakir — Wed, 10 Jun 2026 00:00:00 +0000

Cognitive anxiety in the form of worry can interfere with students' ability to regulate the learning process, especially when solving mathematical word problems. This study aims to analyze the effect of worry levels on fifth-grade elementary school students' Self-Regulated Learning (SRL) in solving mathematical word problems. This study used a quantitative approach with a causal associative design. The research sample consisted of 38 fifth-grade elementary school students in one of the elementary schools in Cirebon selected through a purposive sampling technique. Data were collected using a four-point Likert scale questionnaire to measure three indicators of worry, namely self-doubt, fear of failure, and cognitive interference, as well as three phases of SRL, namely forethought, performance control, and self-reflection. In addition, students' answer sheets were analyzed descriptively based on Polya's problem-solving stages. The results showed that worry had a negative and significant effect on students' SRL with a value of B = -0.898, r = -0.710, p <0.001, and R² = 0.504. This means that the higher the student's worry, the lower their self-regulation ability, with a contribution of 50.4%. Students with high levels of worry experienced a decline in SRL, particularly during the forethought and self-reflection phases, as evidenced by difficulties planning solutions, incomplete work steps, and a lack of rechecking of answers. These findings underscore the importance of teacher support in reducing worry and strengthening students' SRL at each stage of solving math word problems.

Efektivitas Model Pembelajaran TAI Berbantuan Aplikasi “Segi Empat" terhadap Pemecahan Masalah Matematis Ditinjau dari Gender

Abdul Hikam, Santika Lya Diah Pramesti — Thu, 25 Jun 2026 00:00:00 +0000

This study aimed to assess how effective the Team Assisted lndividuaIization (TAl) cooperative learning model was when supported by a quadriIateral geometry appIication in boosting the mathematicaI probIem-soIving abiIities of seventh-grade students, while also exploring whether gender played a role in learning outcomes. A pra-experimentaI approach with a one-group pretest-posttest design was adopted, with 30 students chosen as participants through purposive sampIing. To measure problem-soIving abiIity, a test instrument was developed based on PoIya's problem-soIving indicators. The analysis involved a paired-samples t-test to evaluate ability improvement and an independent-samples t-test to detect any gender-based differences. ResuIts showed that applying the TAl modeI aIongside the quadrilateral geometry application led to a significant boost in students' mathematical problem-solving competence, as evidenced by higher posttest scores relative to pretest scores and a high N-Gain value. Regarding gender, no significant distinction was observed between maIe and femaIe students regarding their academic achievement though female students demonstrated a marginally greater average gain. These findings suggest that the TAI cooperative Iearning model, when combined with interactive digital tools, offers an effective and inclusive pathway for teaching mathematics at the junior high schooI IeveI.

Mathematics Under Pressure: Examining Learning Problems in the Era of Educational Globalization

Rahmad Basuki, Dani Surahman, Murniaty Rumain, Fahruh Juhaeva — Tue, 30 Jun 2026 00:00:00 +0000

This study aims to identify and analyze the problems of mathematics learning in the era of educational globalization influenced by global pressures (mathematics under pressure). The study used a qualitative approach with a case study design at MA Al Falah Debowae. Data were collected through observation, semi-structured interviews, and documentation using instruments in the form of observation guidelines, interview guidelines, and documentation sheets. The research informants consisted of two mathematics teachers, ten grade XI students, and one representative of the madrasah who acted as a key informant to provide perspectives on policies and institutional support for mathematics learning. Data were analyzed using the Miles and Huberman interactive model which includes data reduction, data presentation, and conclusion drawing. The results showed that the main problems include low student learning independence, disorientation of learning objectives that focus on results, and high mathematics anxiety (mathematics anxiety) which impacts low student motivation and participation. In addition, there is a gap between global demands such as higher order thinking skills (HOTS) and numeracy literacy with local conditions that are still limited in terms of teacher competency, curriculum implementation, and learning facilities. The implications of this research emphasize the importance of transforming learning through a student-centered approach, strengthening learning independence, improving teacher competence, and creating a humanistic and contextual learning environment so that mathematics learning becomes more meaningful and adaptive in the era of globalization.

Exploring the Role of Maze Media in Supporting Arithmetic Learning among Children with Cognitive Stunting

Oktaviani, Muhammad Zulkarnain, Anna Carolina, Dessy Wardiah, Eni Heldayani — Tue, 30 Jun 2026 00:00:00 +0000

Basic arithmetic skills, especially addition and subtraction, are an important foundation for students' success in learning more complex mathematical concepts. However, children with cognitive stunting often experience difficulties in understanding numbers, recognizing mathematical symbols, maintaining attention, and completing arithmetic operations independently. This study aims to explore the role of the Labyrinth learning media in supporting arithmetic learning of addition and subtraction in children with cognitive stunting. This study uses a descriptive qualitative approach with a constructivist paradigm. The subjects were 20 grade IV.C students of SDN 072 Palembang who were identified as having learning difficulties related to cognitive stunting characteristics based on school health records, teacher reports, and classroom observations. Data were collected through observation, semi-structured interviews, documentation, and descriptive pre-post indicators as supporting data. Qualitative data were analyzed using reflective thematic analysis, while descriptive indicators were used to strengthen interpretations without inferential statistical testing. The results showed that the Labyrinth media acts as a concrete, visual, kinesthetic, and collaborative media that helps students understand addition through forward movements and subtraction through backward movements on the game track. This media also encourages learning engagement, prolongs attention span, increases students' willingness to try, and shifts students' behavior from passive to more active in solving simple arithmetic problems. These findings suggest that the Labyrinth media can be an alternative arithmetic learning strategy that is inclusive, enjoyable, and tailored to the learning needs of children with cognitive disabilities in elementary school.

Implementasi Kebijakan Zonasi dan Kurikulum Merdeka serta Implikasinya terhadap Numerasi Siswa

Ulfa Aldayanti, Bambang Sri Anggoro , Rosida Rakhmawati — Tue, 30 Jun 2026 00:00:00 +0000

This study aims to analyze the implementation of the zoning policy and the Independent Curriculum and their implications for junior high school students' numeracy skills. The background of this study is based on the gap between the quantitative increase in numeracy achievement and the still suboptimal quality of learning. This study used a qualitative approach with a case study design conducted from January–March 2026 at a public junior high school in Bandar Lampung City. Research informants consisted of the principal, vice principal for curriculum, mathematics teachers, and other subject teachers involved in the implementation of the Independent Curriculum. Data were collected through in-depth interviews, learning observations, and documentation in the form of Education Report Cards, National Assessment results, teaching modules, and school policy documents. Data were analyzed using the General Inductive Analysis (GIA) approach. The results of the study indicate that the zoning policy has implications for the heterogeneity of students' academic abilities and learning motivation, while the Independent Curriculum provides space for more flexible, contextual, and differentiated learning. However, its implementation still faces obstacles such as limited learning time, teacher pedagogical readiness, limited facilities, and variations in student abilities. The findings also indicate a gap between the increase in numeracy scores from 66.67 in 2023 to 95.56 in 2024 and the quality of learning, which remains in the moderate category. This study concludes that strengthening numeracy requires synergy between policies, teacher preparedness, adaptive learning strategies, facility support, and a conducive learning environment.

Efektivitas Model Pembelajaran Problem Solving terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMA

Wed, 01 Jul 2026 00:00:00 +0000

Mathematical problem solving ability is one of the important competencies in mathematics learning, but this ability is still not optimal in high school students. This study aims to determine the effectiveness of the Problem Solving learning model on the mathematical problem solving ability of class X students of SMAN 5 Palopo. This study uses a quantitative approach with a quasi-experimental type and a nonequivalent control group design. The research sample consisted of class X N7 as an experimental group totaling 32 students and class X N6 as a control group totaling 31 students. Data collection techniques used tests, observation, and documentation. The test instrument was in the form of essay questions arranged based on Polya's problem solving indicators, namely understanding the problem, making a plan, implementing the plan, and re-checking the answers. Data were analyzed descriptively and inferentially through normality tests, homogeneity tests, and Independent Samples t-Test. The results showed that the average post-test of the experimental group was 83.40 in the high category, while the control group was 37.45 in the very low category. Student activity reached an average of 93.47% in the very good category. The t-test results showed a significance value <0.001. Thus, the Problem Solving learning model is effective for students' mathematical problem-solving abilities.