Development of Instruments to Measure Mathematical Anxiety of Elementary School Students

In order to produce high-quality research, the good instrument is required. The instrument developed in this study was a spatial sense test instrument. The test items were based on indicators of spatial sense. After prepared the test items then tested to determine the validity, reliability, level of difficulty and distinguishing power. The results show that the questions were compiled for this study generally has a high validity, reliability is very high, distinguishing power for each items is well, and the questions are divided by varied level difficulty (easy, medium and difficult). Based on this result, it can be concluded that the spatial sense test items that developed can be used as a test instrument for future research.

This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there wasthe influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach werebetter than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.

This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed. Â Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general.

The aim of research to add variety of technology-based learning media for elementary school students and knowing the effect of using Video Stop Motion technology on student awareness about hygiene and environmental health. The Research and Development (R&D) study was used in this research by adapting the ADDIE model (Analysis-Design-Develop-Implement-Evaluate). This research start from analysis step to Implement step from ADDIE model. The object of this research is Video Stop Motion technology while the subject of this research is the first-grade students of SD Labschool UPI Purwakarta Campus. Interviews and oral tests were used to collect the data. Data analysis techniques were carried out by qualitative and quantitative descriptive analysis. The results of the study show that: Stop Motion Video technology can be a technology-based learning media for elementary school students and there is the influence of using Video Stop Motion technology on students’ awareness of hygiene and environmental health.

Artikel ini membahas mengenai penerapan teori belajar Jerome Bruner dalam konteks pembelajaran matematika di Sekolah Dasar. Teori Bruner menekankan pentingnya pemahaman kognitif melalui tiga tahap pembelajaran yaitu enaktif, ikonik, dan simbolik. Dalam penelitian ini, kami melakukan studi pustaka untuk menganalisis bagaimana pendekatan ini dapat membantu peserta didik dalam memahami dan mengaplikasikan satuan panjang dengan lebih efektif. Melalui pengumpulan dan analisis literatur yang relevan, kami menemukan bahwa penerapan teori Bruner dapat mendorong peserta didik untuk lebih aktif berpartisipasi dalam proses belajar. Hasil penelitian ini merekomendasikan integrasi teori belajar Bruner dalam kurikulum matematika untuk meningkatkan kualitas pembelajaran dan hasil belajar peserta didik.