Enhancing Students’ Learning Outcomes Through Assignment-Based Mathematics Instruction: A Case Study at SDN Kembangan Jakarta
DOI:
https://doi.org/10.38035/dijemss.v7i3.6024Keywords:
Assignment Method, Mathematics Learning, Learning Management, Formative Evaluation, Elementary SchoolAbstract
This study aims to analyze the management of mathematics learning through the assignment method at SDN Srengseng 06 and SDN Srengseng 05, Kembangan, West Jakarta. A qualitative approach with a case study design was employed to provide an in-depth description of how teachers apply management functions, including planning, organizing, implementing, and evaluating, in mathematics instruction. Data were collected through interviews, observations, and document analysis, and were examined using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that teachers in both schools planned assignments based on students’ learning needs, organized learning groups, time, and instructional media adaptively, implemented learning with intensive guidance and motivation, and conducted continuous evaluation through task analysis, process observation, and feedback provision. Although student conditions and school capacities differ, the consistent application of management functions enabled the assignment method to enhance students’ conceptual understanding and learning independence. This study affirms the importance of strengthening teachers’ managerial competencies in managing assignment-based learning to ensure that mathematics learning strategies become more effective and contextually grounded.References
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