Revitalization of mathematics learning in phase c: implementing teacher strategies to strengthen conceptual understanding in elementary schools. Explore teacher strategies for revitalizing Phase C mathematics learning in elementary schools. Enhance students' conceptual understanding & motivation through innovative, adaptive teaching methods.
Background - Mathematics learning at the elementary level, especially at Phase C, requires innovative teaching strategies to enhance students’ conceptual understanding and motivation. Purpose - This study aims to explore and describe the strategies used by elementary school teachers to improve conceptual understanding in Phase C mathematics learning, focusing on their experiences and perceptions in implementing adaptive and innovative instructional approaches. Method/approach - A qualitative phenomenological method was employed to capture teachers’ lived experiences at SD Negeri 001/IV Kota Jambi during the 2024/2025 academic year. Data were collected through interviews, classroom observations, and document analysis involving two teachers, six students, and the principal. Data triangulation and member checking ensured the validity and reliability of the findings. Findings - The results reveal that teachers employ interactive and dynamic teaching strategies, use diverse teaching aids, implement constructivist approaches, conduct continuous assessments with direct feedback, collaborate in professional learning communities, and engage in comprehensive lesson planning. These strategies collectively enhance students’ conceptual understanding, foster active participation, and accommodate individual learning differences. Conclusions - The study provides empirical insights into effective teaching strategies that support adaptive and responsive mathematics instruction at Phase C in elementary schools. The integrated model of teaching strategies identified can serve as a valuable reference for improving mathematics education quality and innovation. Novelty/Originality/Value - This study offers a detailed phenomenological perspective on how teachers practically implement and adapt innovative instructional strategies in a real classroom context, bridging the gap between theory and practice in elementary mathematics education.
This study, titled "Revitalization of Mathematics Learning in Phase C: Implementing Teacher Strategies to Strengthen Conceptual Understanding in Elementary Schools," presents a timely and relevant exploration into enhancing mathematics education at the elementary level. The paper effectively uses a qualitative phenomenological approach to capture the lived experiences of teachers, aiming to bridge the gap between theoretical frameworks and practical classroom implementation. The identified strategies—including interactive approaches, diverse teaching aids, constructivist methods, continuous assessment with direct feedback, professional learning communities, and comprehensive lesson planning—offer valuable empirical insights into how educators are working to foster conceptual understanding and active student participation. The multi-modal data collection (interviews, observations, document analysis) combined with triangulation and member checking bolsters the credibility of the findings. While the study provides rich descriptive data, several aspects warrant consideration for strengthening its claims. The sample size, consisting of two teachers, six students, and one principal from a single school (SD Negeri 001/IV Kota Jambi), is quite limited. While appropriate for an in-depth phenomenological inquiry, this small scope restricts the generalizability of findings concerning "revitalization" across elementary schools or even the broader Jambi context. Furthermore, while the identified strategies are undoubtedly effective pedagogical practices, the abstract could more explicitly articulate what makes them "innovative" or truly "adaptive" beyond standard good teaching, given the stated purpose to focus on such approaches. A deeper dive into the specific challenges and unique aspects of Phase C mathematics that these strategies address would also enhance the paper's focus. Despite these considerations, the study makes a commendable contribution by offering a detailed, on-the-ground perspective of effective teaching strategies in elementary mathematics. The integrated model of teaching strategies identified serves as a useful reference for practitioners and policymakers seeking to improve instructional quality. For future research, it would be beneficial to expand the scope to include a larger and more diverse sample of schools and teachers, perhaps employing a mixed-methods approach to quantitatively assess the impact of these strategies on student learning outcomes. Further exploration into the specific mechanisms of adaptation by teachers to cater to individual learning differences and the long-term sustainability of these revitalization efforts would also be valuable.
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