SEMPOA : Journal of Mathematics and Mathematics Education

Fourth Grade Primary School Students' Conceptual Understanding in Solving IPAS Problems Through Project-Based Learning Models Reviewed from a Gender Perspective

2026-02-28T02:06:41+00:00

This study aims to analyse the conceptual understanding of Year 4 students in solving IPAS questions through the Project Based Learning (PjBL) model and to review it from a gender perspective at UPT SD Negeri Sumberboto 5. Based on the initial observation results, it was found that IPAS learning was still dominated by conventional and memorisation methods, resulting in low conceptual understanding among students. This study used a qualitative approach with a phenomenological research type to explore students' experiences and meanings. The research subjects were 10 fourth-grade students, consisting of 4 male students and 6 female students. Data collection techniques were carried out through participant observation, in-depth interviews, and documentation. The results showed that the application of the PjBL model was able to significantly improve students' conceptual understanding. From a gender perspective, different but complementary role dynamics were found; male students tended to be more dominant in technical and physical exploration aspects, while female students were more prominent in planning, managerial, and verbal skills.

The Effect of Teachers' Professional Development and the Use of Learning Technology on Teachers' Professional Competence and Teaching Motivation with Gender Equality as a Moderating Variable

2026-02-28T02:06:30+00:00

This study aims to analyse the effect of teacher professional development and the use of learning technology on professional competence and teaching motivation, as well as to examine the role of gender equality as a moderating variable. The study was conducted on 140 primary school teachers in Pule Subdistrict, Trenggalek Regency. The research approach was quantitative, using Structural Equation Modelling (SEM) based on Partial Least Squares (PLS) with the assistance of SmartPLS 4.0. The results of the study on the six main hypotheses showed that: (1) Teacher professional development had a significant positive effect on professional competence (T=4.977) and teaching motivation (T=3.985); (2) The use of learning technology has a significant positive effect on professional competence (T=3.567) and teaching motivation (T=3.120); (3) Gender equality is proven to significantly moderate and strengthen the effect of professional development on competence (T=2.560); (4) However, gender equality was not proven to moderate the effect of professional development on teaching motivation (T=1.250). The conclusion of the study is that the integration of technology and gender-inclusive training is crucial for improving teacher quality in semi-rural areas.

Digital Learning Transformation, Deep Learning Pedagogy, and Teacher Professionalism: Effects on Primary School Students’ Motivation

2026-02-28T02:06:19+00:00

This study is motivated by the challenges of educational transformation in the digital era, where sixth-grade students’ learning motivation often declines due to conventional teaching methods and academic pressure prior to graduation. In Cluster IV of Dongko District, the integration of educational digitalization, deep learning principles, and teacher professional competence is considered essential for creating a supportive learning ecosystem. This research aims to analyze the effects of learning digitalization, deep learning principles, and teachers’ professional competence on students’ learning motivation, both partially and simultaneously. A quantitative research design with an explanatory approach was employed. The population consisted of all sixth-grade students in elementary schools within Cluster IV of Dongko District, with a sample of 120 respondents selected through quota sampling. Data were collected using validated and reliable questionnaires. Data analysis techniques included classical assumption tests, multiple linear regression analysis, and hypothesis testing (t-test and F-test) using SPSS. The results indicate that learning digitalization has a positive and significant effect on learning motivation (t = 2.622). Deep learning principles emerged as the most dominant variable influencing learning motivation (t = 6.790). Teacher professional competence also showed a significant partial effect. Simultaneously, the three variables exert a strong and significant influence on students’ learning motivation (F = 190.797; p = 0.000), demonstrating that the synergy between digital tools, deep learning pedagogy, and teacher competence is a key driver of student motivation.

Social Reality of Teachers' Use of Digital Learning Media in Facilitating Science Learning at State Elementary School 4 Karangtengah, Trenggalek Regency

2026-02-28T02:06:06+00:00

The integration of digital technology in education has transformed instructional practices at the elementary school level, particularly in Social and Natural Sciences (IPAS), a subject characterized by abstract and complex concepts. Digital learning media provide opportunities to enhance students’ understanding through visual, interactive, and contextual learning experiences. However, the use of digital media in elementary schools remains inconsistent due to variations in teachers’ digital competence and institutional support. This study aims to explore the social reality of teachers’ utilization of digital learning media in facilitating IPAS learning at SD Negeri 4 Karangtengah, Trenggalek Regency. This study employed a qualitative approach with a case study design. The participants consisted of teachers directly involved in IPAS instruction. Data were collected through classroom observations, in-depth interviews, and documentation. Data analysis followed the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings indicate that teachers prepared digital learning media by selecting content aligned with IPAS materials, adjusting to available school facilities, and considering their own digital skills. The use of digital media supported students’ conceptual understanding by presenting learning materials in a more engaging and concrete manner. However, implementation was not yet optimal due to limited technological skills, resistance to change, and infrastructure constraints. Overall, teachers demonstrated positive perceptions of digital learning media and acknowledged their potential to support effective IPAS learning.

Enhancing Educational Process Standards through Strategic Instructional Leadership

2026-02-28T02:05:48+00:00

This study examines the strategies employed by school principals in improving educational process standards in primary school clusters. The research was conducted in Cluster 1 of Panggul Subdistrict and aims to analyze the forms of leadership strategies implemented, the supporting and inhibiting factors, and their implications for enhancing instructional quality. A qualitative case study design was applied, involving data collection through in-depth interviews, observations, and document analysis. The participants included school principals, teachers, and relevant stakeholders within the cluster. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while credibility was ensured through triangulation techniques. The findings reveal that principals implemented strategic leadership practices through academic supervision, collaborative planning, teacher professional development, monitoring of instructional processes, and reinforcement of school-based management principles. Supporting factors included teacher commitment, collaborative culture, and administrative support, while constraints were related to limited resources and varying teacher competencies. Overall, strategic instructional leadership significantly contributed to strengthening the implementation of educational process standards and improving the quality of teaching and learning practices. The study highlights the importance of transformational and instructional leadership approaches in sustaining quality assurance within primary education contexts.