Teaching at the Right Level-based Project-based Learning on Mathematical Connections of Fourth Grade Elementary School Students

Authors

  • Anisa Kafah Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
  • Ariefa Efianingrum Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
  • Lulu Kholifah Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia
  • Anggit Pangestu Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
  • Ujang Sugara Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

DOI:

https://doi.org/10.23887/ijee.v8i2.73250

Keywords:

PjBL model, TaRL, Mathematical Connections

Abstract

Learning in primary schools currently follows the direction of the Merdeka Curriculum which prioritises independent learning according to the learners' own abilities. Mathematical connections are still important things that students must have for their daily lives. This study aims to analyse the effect of implementing the TaRL-based PjBL model on mathematical connections, especially in mathematics subjects. This quasi-experimental study used saturated sampling of 18 grade IV students. A pretest-posttest group design was used in one group. The research used tests. In this study, descriptive analysis technique was used for data analysis, which used sequential sample t test. Before hypothesis testing, prerequisite tests such as normality and homogeneity tests were conducted. When compared to students before treatment, the application of TaRL-based PjBL model was proven to improve their mathematical connection. Furthermore, data processing was carried out with tcount ≥ ttable 5.702 > ttable 2.10982) which indicates that H0 is rejected and H1 is accepted, meaning that there is a positive effect of the TaRL-based PjBL model on students' mathematical connections in class IV elementary schools.

Published

2024-06-28

How to Cite

Kafah, A., Efianingrum, A. ., Kholifah, L. ., Pangestu, A., & Ujang Sugara. (2024). Teaching at the Right Level-based Project-based Learning on Mathematical Connections of Fourth Grade Elementary School Students. International Journal of Elementary Education, 8(2). https://doi.org/10.23887/ijee.v8i2.73250

Issue

Vol. 8 No. 2 (2024): May [IN PRESS]

Section

Article

License

Copyright (c) 2024 Anisa Kafah, Ariefa Efianingrum, Lulu Kholifah; Anggit Pangestu; Ujang Sugara

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with the International Journal of Elementary Education agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)