Innovative Strategies in Mathematics Lesson Planning to Increase Student Engagement in Grade IV State Elementary School Jajar 01
Article Sidebar
Main Article Content
Abstract
This study aims to analyze and evaluate the planning of mathematics learning in grade IV of State Elementary School Jajar 1 in the context of the application of the principles of the Independent Curriculum. The main focus of this research is to explore how teachers structure teaching modules and use various learning methods and media to increase student involvement in the mathematics learning process. This study uses a descriptive qualitative method, with data collection techniques through observation, interviews, and documentation. The research subjects are grade IV teachers and students at State Elementary School Jajar 1 in the 2024/2025 academic year. The results of the study show that the learning planning carried out by teachers has included various important components, including clear learning objectives, materials that are appropriate to the student's level of development, and the use of varied learning media and resources, such as teaching aids and digital media. Teachers also implement diverse learning methods, including project-based, problem-based, and differentiated learning, to accommodate students' diverse learning styles. In addition, formative assessments that include cognitive, affective, and high-level thinking skills aspects are also applied to monitor student development thoroughly. The implications of this study show that the implementation of flexible and technology-based learning planning can increase student engagement, deepen understanding of mathematical concepts, and optimize student learning outcomes. Further training is needed for teachers to enrich the variety of learning methods and the use of technology in the learning process.
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Alemneh, S., & Gebrie, G. (2024). The role of project-based learning in improving the writing ability and sub- writing abilities of 10th grade Amharic speaking students. Social Sciences & Humanities Open, 9, 100843. https://doi.org/10.1016/j.ssaho.2024.100843
Alibali, M. W., Matthews, P. G., Rodrigues, J., Meng, R., Vest, N. A., Jay, V., Menendez, D., Murray, J. O., Donovan, A. M., Anthony, L. E., & McNeil, N. M. (2024). A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo. Journal of Experimental Child Psychology, 248, 106056. https://doi.org/10.1016/j.jecp.2024.106056
Aslan, S., Alyuz, N., Li, B., Durham, L. M., Shi, M., Sharma, S., & Nachman, L. (2025). An early investigation of collaborative problem solving in conversational AI-mediated learning environments. Computers and Education: Artificial Intelligence, 8, 100393. https://doi.org/10.1016/j.caeai.2025.100393
Barnett, S. G., Gallimore, C. E., Janetski, B., Margolis, A., Martin, B. A., & Zorek, J. A. (2024). Description of a longitudinal interprofessional education plan and outcomes from an inaugural student cohort. American Journal of Pharmaceutical Education, 88(12), 101307. https://doi.org/10.1016/j.ajpe.2024.101307
Bosch, N., Härkki, T., & Seitamaa-Hakkarainen, P. (2025). Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education. International Journal of Child-Computer Interaction, 43, 100695. https://doi.org/10.1016/j.ijcci.2024.100695
Buller, C., Levy, M., Matejkowski, J., Carr, K., Busenhart, C. A., Peterson, J., & Paramesh, C. (2023). In-person and virtual delivery of a multigenerational, unfolding case study to support student learning and skill development in interprofessional collaboration. Journal of Interprofessional Education & Practice, 31, 100616. https://doi.org/10.1016/j.xjep.2023.100616
Dong, D. (2025). Self-determination theory perspectives on the influence of digital learning engagement on motivation in extracurricular learning activities: Considering the mediating role of digital self-efficacy. Learning and Motivation, 90, 102135. https://doi.org/10.1016/j.lmot.2025.102135
Eskiyurt, R., & Özkan, B. (2024). Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design. Heliyon, 10(17), e37198. https://doi.org/10.1016/j.heliyon.2024.e37198
Hendriarto, H. A. M., Kusumawati, Y. A., & Arindiono, R. Y. (2024). The development of mobile application for the deaf to learn better. Procedia Computer Science, 245, 1225–1237. https://doi.org/10.1016/j.procs.2024.10.352
Le, H. N., Cuenen, A., Trinh, T. A., Janssens, D., Wets, G., & Brijs, K. (2024). Investigating the immediate and mid-term effect of a gamified e-learning platform for the enhancement of traffic knowledge and skills among Vietnamese adolescents operating powered two-wheelers. Journal of Safety Research, 90, 62–72. https://doi.org/10.1016/j.jsr.2024.06.005
Lim, J., Lee, U., Koh, J., Jeong, Y., Lee, Y., Byun, G., Jung, H., Jang, Y., Lee, S., & Moon, J. (2025). Development and implementation of a generative artificial intelligence-enhanced simulation to enhance problem-solving skills for pre-service teachers. Computers & Education, 232, 105306. https://doi.org/10.1016/j.compedu.2025.105306
Lin, Y.-L., & Wang, W.-T. (2024). The influences of virtual-reality- and animation-supported gamified learning processes on students’ learning achievement and behavioral intention in retailing management courses. The International Journal of Management Education, 22(3), 101047. https://doi.org/10.1016/j.ijme.2024.101047
Livotov, P. (2015). Web-based asynchronous distance education in new product development and inventive problem solving for industrial companies. Procedia Engineering, 131, 123–139. https://doi.org/10.1016/j.proeng.2015.12.361
Luo, T., & Derakhshan, A. (2024). Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective. Learning and Motivation, 88, 102062. https://doi.org/10.1016/j.lmot.2024.102062
Novalia, R., Marini, A., Bintoro, T., & Muawanah, U. (2025). Project-based learning: For higher education students’ learning independence. Social Sciences & Humanities Open, 11, 101530. https://doi.org/10.1016/j.ssaho.2025.101530
Opotamutale Ashipala, D., Elias, S., & Lifalaza, A. (2023). Nursing students’ experiences of utilizing a concept map as a learning method in human anatomy and physiology: A qualitative descriptive study. International Journal of Africa Nursing Sciences, 18, 100547. https://doi.org/10.1016/j.ijans.2023.100547
Pals, F. F. B., Tolboom, J. L. J., & Suhre, C. J. M. (2023). Development of a formative assessment instrument to determine students’ need for corrective actions in physics: Identifying students’ functional level of understanding. Thinking Skills and Creativity, 50, 101387. https://doi.org/10.1016/j.tsc.2023.101387
Pan, S., Hafez, B., Iskandar, A., & Ming, Z. (2024). Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students. Learning and Motivation, 87, 102023. https://doi.org/10.1016/j.lmot.2024.102023
Pennings, P., Borsje, P., Meijer, B., Weijers, M., Otker, J., Visser, R., & Willemsen- de Mey, G. (2024). POS0150-pare which problems do people with an rmd face and what are their main wishes for research and development? Annals of the Rheumatic Diseases, 83, 515–516. https://doi.org/10.1136/annrheumdis-2024-eular.833
Rodrigues, F. B., Campos, S., Chaves, C., & Martins, C. (2015). Family-school cooperation in the context of inclusion of children with special educational needs. Procedia - Social and Behavioral Sciences, 171, 309–316. https://doi.org/10.1016/j.sbspro.2015.01.127
Şahin, E., Sarı, U., & Şen, Ö. F. (2024). STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills. Thinking Skills and Creativity, 51, 101439. https://doi.org/10.1016/j.tsc.2023.101439
Souza, D. S. R., Sampaio, L. M. B., & Sampaio, R. M. B. (2024). Does the area and learning modality of teacher qualification matter to middle school students’ performance in mathematics? International Journal of Educational Development, 109, 103085. https://doi.org/10.1016/j.ijedudev.2024.103085
Stigberg, H., Stigberg, S., & Maugesten, M. (2024). Introducing teacher students to digital fabrication to support children’s mathematical learning. International Journal of Child-Computer Interaction, 40, 100643. https://doi.org/10.1016/j.ijcci.2024.100643
Utami, N. W., Sayuti, S. A., & Jailani, J. (2021). Indigenous artifacts from remote areas, used to design a lesson plan for preservice math teachers regarding sustainable education. Heliyon, 7(3), e06417. https://doi.org/10.1016/j.heliyon.2021.e06417
Vaszkun, B., & Mihalkov Szakács, K. (2025). Looking for student success factors outside of the educators’ scope: The effect of digital literacy, personal skills, and learning habits and conditions on self-evaluated online learning effectiveness in management education. The International Journal of Management Education, 23(2), 101188. https://doi.org/10.1016/j.ijme.2025.101188
Xu, F., Wang, L., & Xu, J. (2025). The impact of teachers’ motivating style and student-teacher relationships on adolescents’ class participation: The indirect role of learning motivation. Acta Psychologica, 257, 105105. https://doi.org/10.1016/j.actpsy.2025.105105
Yang, B.-H., Chung, C.-Y., Li, Y.-S., & Lu, C.-F. (2024). A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study. Nurse Education in Practice, 80, 104149. https://doi.org/10.1016/j.nepr.2024.104149
Yin, C., Castillo-Hair, S., Byeon, G. W., Bromley, P., Meuleman, W., & Seelig, G. (2025). Iterative deep learning design of human enhancers exploits condensed sequence grammar to achieve cell-type specificity. Cell Systems, 101302. https://doi.org/10.1016/j.cels.2025.101302