Blended Instruction in Elementary Mathematics: Effects of Demonstration Method and Digital Media on Calculation Skills

Agung Yunianto; Banun Havifah Cahyo Khosiyono; Berliana Henu Cahyani

doi:10.35445/alishlah.v17i4.7248

Blended Instruction in Elementary Mathematics: Effects of Demonstration Method and Digital Media on Calculation Skills

Agung Yunianto, Banun Havifah Cahyo Khosiyono, Berliana Henu Cahyani

Abstract

Basic calculation skills—addition, subtraction, multiplication, and division—are foundational in elementary mathematics. However, many students struggle to master these skills using traditional instruction alone. This study explores the effectiveness of integrating the demonstration method with digital learning media to improve calculation skills among Grade IV elementary students. A one-group pretest-posttest quasi-experimental design was employed with 40 fourth-grade students from Mendak State Elementary School, Indonesia. The intervention combined step-by-step teacher-led demonstrations with digital tools, such as interactive apps, over an eight-week period (16 sessions). Students’ calculation abilities were measured before and after the intervention using a validated 20-item multiple-choice test. Data were analyzed using paired samples t-tests after confirming normality through the Kolmogorov-Smirnov test. Students showed significant improvement in posttest scores (M = 85.56) compared to pretest scores (M = 60.62), with a mean gain of 24.95 points (t = 15.43, p < 0.001). Most students shifted from “fair” or “low” to “high” or “very high” proficiency categories. Female and older students exhibited slightly higher gains, though improvements were consistent across all demographics. The integration of structured demonstration with digital media significantly enhanced students’ arithmetic performance. The blended approach leveraged the clarity of modeling with the engagement and personalization of digital tools. Despite the study’s limitations—such as the absence of a control group—findings support the use of blended instructional methods in elementary mathematics.

Keywords

demonstration method; digital learning; elementary mathematics; calculation skills

Full Text:

PDF

References

Agnesa, T., Desmayanasari, D., Nuraida, E., Sahanata, M., & Ghoer, F. (2023). Technology transformation in education: mathematics learning media in the digitalization era. Jtev (Jurnal Teknik Elektro Dan Vokasional), 9(2), 167. https://doi.org/10.24036/jtev.v9i2.124760

Agricula, J., Maderazo, C., Abejuela, R., Ros, A., Benitez, J., Gabuna, B., … & Ocampo, D. (2024). Effects of technology-assisted on the level of performance and engagement of bsed mathematics. SHS Web of Conferences, 182, 02002. https://doi.org/10.1051/shsconf/202418202002

Alzubi, K. (2023). Retracted article. International Journal of Engineering Pedagogy (Ijep), 13(6), 64-75. https://doi.org/10.3991/ijep.v13i6.41961

Andriyani, R., Saputra, N., & Baist, A. (2024). Role play game (rpg) to improve student problem solving skills. Range Jurnal Pendidikan Matematika, 5(2), 120-131. https://doi.org/10.32938/jpm.vol5.iss2.6234

Ashtarian, H., Shafiee, F., Khezeli, M., Almasi, A., Rajati, F., & Zare, F. (2020). Comparing the effect of lecture and practical demonstration methods on hand hygiene in elementary students. Journal of Basic and Clinical Health Sciences. https://doi.org/10.30621/jbachs.2020.1027

Atik, E., Görücü-Coşkuner, H., & Taner, T. (2020). The effect of live‐video demonstration on dental students’ orthodontic bending performance. Journal of Dental Education, 84(3), 377-384. https://doi.org/10.21815/jde.019.172

Atteh, E., Boadi, A., & Amoah, E. (2023). Incorporation of technology in the mathematics classroom: a review of its extent in ghana's educational landscape. Asian Journal of Advanced Research and Reports, 17(12), 88-101. https://doi.org/10.9734/ajarr/2023/v17i12588

BAL, N. and KAPUCU, M. (2022). The effect of realistic mathematics education activities applied in secondary school 7th grade mathematics education on the development of life skills. The Eurasia Proceedings of Educational and Social Sciences, 25, 113-122. https://doi.org/10.55549/epess.1218207

Baya’a, N., Daher, W., & Anabousy, A. (2019). The development of in-service mathematics teachers' integration of ict in a community of practice: teaching-in-context theory. International Journal of Emerging Technologies in Learning (Ijet), 14(01), 125. https://doi.org/10.3991/ijet.v14i01.9134

Bork‐Hüffer, T. (2022). Digital media, friendships and migrants’ entangled and non-linear inclusion and exclusion. Urban Studies, 59(16), 3330-3346. https://doi.org/10.1177/00420980221111994

Bouck, E., Long, H., & Jakubow, L. (2021). Teaching struggling students mathematics online via explicit instruction. Preventing School Failure Alternative Education for Children and Youth, 66(2), 126-135. https://doi.org/10.1080/1045988x.2021.1980852

Boz, S. (2024). Enhancing arithmetic skills through working memory: a review of interventions and strategies. Journal of Mathematics and Science Teacher, 4(3), em067. https://doi.org/10.29333/mathsciteacher/14632

Cahyanti, N. and Nuroh, E. (2023). Digital storytelling media to improve students' speaking skills in elementary school. Journal of Education Technology, 7(2), 261-268. https://doi.org/10.23887/jet.v7i2.58679

Decker, L., Mason, C., Lee, J., Chan, J., Sales, A., Liu, A., … & Tu, S. (2023). The impacts of three educational technologies on algebraic understanding in the context of covid-19. Aera Open, 9. https://doi.org/10.1177/23328584231165919

Doo, M., Bonk, C., & Heo, H. (2021). The relationship among age, gender, computer use, and adult learners’ problem‐solving skills in a digital environment. New Horizons in Adult Education and Human Resource Development, 33(4), 48-57. https://doi.org/10.1002/nha3.20332

Ferres-Forga, N., Halberda, J., Batalla-Ferres, A., & Bonatti, L. (2022). Improving mathematics performance in 7-year-old children: training the mapping from estimated quantities to arabic digits. Journal of Numerical Cognition, 8(1), 123-147. https://doi.org/10.5964/jnc.8075

Finke, S., Freudenthaler, H., & Landerl, K. (2020). Symbolic processing mediates the relation between non-symbolic processing and later arithmetic performance. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00549

Forde, C. and O’Brien, A. (2022). A literature review of barriers and opportunities presented by digitally enhanced practical skill teaching and learning in health science education. Medical Education Online, 27(1). https://doi.org/10.1080/10872981.2022.2068210

Furner, J. (2018). Using children’s literature to teach mathematics: an effective vehicle in a stem world. European Journal of Stem Education, 3(3). https://doi.org/10.20897/ejsteme/3874

Gerofsky, S. and Zebehazy, K. (2020). Enhancing mathematical noticing of graphs through movement, voice, and metaphor: an intervention with two students with visual impairment. British Journal of Visual Impairment, 40(2), 209-221. https://doi.org/10.1177/0264619620963516

Gracin, D. and Krišto, A. (2022). Differences in the requirements of digital and printed mathematics textbooks: focus on geometry chapters. Center for Educational Policy Studies Journal, 12(2), 95-117. https://doi.org/10.26529/cepsj.1285

Haeruman, L., Salsabila, E., & Kharis, S. (2024). The impact of mathematical reasoning and critical thinking skills on mathematical literacy skills. Kne Social Sciences. https://doi.org/10.18502/kss.v9i13.15957

Hart, E., Bailey, D., Luo, S., Sengupta, P., & Watts, T. (2024). Fadeout and persistence of intervention impacts on social–emotional. and cognitive skills in children and adolescents: a meta-analytic review of randomized controlled trials.. Psychological Bulletin, 150(10), 1207-1236. https://doi.org/10.1037/bul0000450

Iwuanyanwu, P. (2021). Addressing common deficiencies of mathematics skills among chemistry student teachers. African Journal of Educational Studies in Mathematics and Sciences, 17(1), 1-16. https://doi.org/10.4314/ajesms.v17i1.1

Kado, K. (2022). Teaching and learning the fundamental of calculus through python-based coding. International Journal of Didactical Studies. https://doi.org/10.33902/ijods.202215006

Kalogiannakis, M., Zourmpakis, A., Menšíková, M., Lategan, F., Patelarou, A., Patelarou, E., … & Gonianakis, E. (2023). Use of an e-toolkit in the development of digital competencies in weeks of international teaching. Advances in Mobile Learning Educational Research, 3(1), 702-717. https://doi.org/10.25082/amler.2023.01.019

Kasmin, F., Othman, Z., & Ahmad, S. (2019). Improving students’ perception towards learning mathematics: impact of teaching application of mathematics. Educatum Journal of Science Mathematics and Technology, 6(1), 29-34. https://doi.org/10.37134/ejsmt.vol6.1.4.2019

Kennedy, P. (2019). Differentiating early math instruction through technology: kindertek ipad app improves students' math outcomes.. https://doi.org/10.3102/1444557

Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures matter: a meta-analysis of the effects of educational apps on preschool to grade 3 children’s literacy and math skills. Aera Open, 7. https://doi.org/10.1177/23328584211004183

Koponen, T., Aunola, K., & Nurmi, J. (2019). Verbal counting skill predicts later math performance and difficulties in middle school. Contemporary Educational Psychology, 59, 101803. https://doi.org/10.1016/j.cedpsych.2019.101803

Koreňová, L., Krpec, R., & Barot, T. (2024). Digital technologies in primary mathematics education: insights from future teachers’ portfolios. European Conference on E-Learning, 23(1), 197-208. https://doi.org/10.34190/ecel.23.1.2929

Li-mei, W., Peng, F., & Song, N. (2022). The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the china’s context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1037853

Mädamürk, K. and Kikas, E. (2024). The development of math skills from grades 1 to 12: novel findings using person-oriented approach.. Developmental Psychology, 60(12), 2330-2344. https://doi.org/10.1037/dev0001813

Matejko, A. and Ansari, D. (2021). Shared neural circuits for visuospatial working memory and arithmetic in children and adults. Journal of Cognitive Neuroscience, 33(6), 1003-1019. https://doi.org/10.1162/jocn_a_01695

Meaney, T., Huru, H., & Kvivesen, M. (2023). Preservice and inservice teachers’ views on digital tools for diverse learners in mathematics education. NOMAD, 28(3-4). https://doi.org/10.7146/nomad.v28i3-4.149192

Mialkovska, L., ZHVANIA, L., Rozhylо, M., Теребус, О., Yablonskyy, M., & Hrysiuk, V. (2023). Digital tools in teaching the mass media language. World Journal of English Language, 13(4), 43. https://doi.org/10.5430/wjel.v13n4p43

Mihno, L., Mālere, A., Mitenberga, L., & Rimša, M. (2023). Competence of mathematics of 4th grade students of latvia in international comparison., 186-197. https://doi.org/10.22364/htqe.2023.13

Mirķe, E., Cakula, S., & Tzivian, L. (2019). Measuring teachers-as-learners’ digital skills and readiness to study online for successful e-learning experience. Journal of Teacher Education for Sustainability, 21(2), 5-16. https://doi.org/10.2478/jtes-2019-0013

Nakakoji, Y. and Wilson, R. (2018). First-year mathematics and its application to science: evidence of transfer of learning to physics and engineering. Education Sciences, 8(1), 8. https://doi.org/10.3390/educsci8010008

Outhwaite, L., Early, E., Herodotou, C., & Herwegen, J. (2023). Understanding how educational maths apps can enhance learning: a content analysis and qualitative comparative analysis. British Journal of Educational Technology, 54(5), 1292-1313. https://doi.org/10.1111/bjet.13339

Outhwaite, L., Faulder, M., Gulliford, A., & Pitchford, N. (2019). Raising early achievement in math with interactive apps: a randomized control trial.. Journal of Educational Psychology, 111(2), 284-298. https://doi.org/10.1037/edu0000286

Powell, S., Mason, E., Bos, S., Hirt, S., Ketterlin–Geller, L., & Lembke, E. (2021). A systematic review of mathematics interventions for middle‐school students experiencing mathematics difficulty. Learning Disabilities Research and Practice, 36(4), 295-329. https://doi.org/10.1111/ldrp.12263

Prasetyawan, R. and Fitri, L. (2019). Both peer education and demonstration method improve student’s knowledge in first aid of traffic accident. The Malaysian Journal of Nursing, 11(01), 63-67. https://doi.org/10.31674/mjn.2019.v11i01.009

Putwain, D., Becker, S., Symes, W., & Pekrun, R. (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73-81. https://doi.org/10.1016/j.learninstruc.2017.08.004

Qian, T. and Chen, B. (2020). The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among chinese children. Psych Journal, 9(3), 339-349. https://doi.org/10.1002/pchj.337

Rachmadtullah, R., Setiawan, B., Wasesa, A., & Wicaksono, J. (2022). Elementary school teachers’ perceptions of the potential of metaverse technology as a transformation of interactive learning media in indonesia. International Journal of Innovative Research and Scientific Studies, 6(1), 128-136. https://doi.org/10.53894/ijirss.v6i1.1119

Ramirez, C. and Mercado, H. (2023). Mathematical achievements with or without game in hinangutdan public secondary high school, samar, philippines. Jurnal Pendidikan Progresif, 13(2), 461-470. https://doi.org/10.23960/jpp.v13.i2.202323

Rusyani, E., Ratnengsih, E., Putra, A., Maryanti, R., Husaeni, D., & Ragadhita, R. (2021). The drilling method application using abacus to arithmetic operations skills in student with hearing impairment at special school. Indonesian Journal of Community and Special Needs Education, 2(1), 1-10. https://doi.org/10.17509/ijcsne.v2i1.37133

Skene, K., O’Farrelly, C., Byrne, E., Kirby, N., Stevens, E., & Ramchandani, P. (2022). Can guidance during play enhance children’s learning and development in educational contexts? a systematic review and meta‐analysis. Child Development, 93(4), 1162-1180. https://doi.org/10.1111/cdev.13730

Steckles, K., Rowlett, P., & Ugonna, A. (2020). Pre-university informal engagement with mathematical activities and the decision to study mathematics at university. Msor Connections, 18(3), 10-22. https://doi.org/10.21100/msor.v18i3.1048

Suningsih, T., Rukiyah, R., & Andarini, R. (2023). Development of digital teaching material in the south sumatra traditional games course. Jurnal Inovasi Teknologi Pendidikan, 10(1), 64-75. https://doi.org/10.21831/jitp.v10i1.54862

Träff, U., Skagerlund, K., Östergren, R., & Skagenholt, M. (2023). The importance of domain‐specific number abilities and domain‐general cognitive abilities for early arithmetic achievement and development. British Journal of Educational Psychology, 93(3), 825-841. https://doi.org/10.1111/bjep.12599

Utaminingsih, S., Amalia, I., & Sumaji, S. (2024). Management of mathematics learning based on interactive digital worksheets to improve students' critical thinking ability. Journal of Curriculum and Teaching, 13(1), 159. https://doi.org/10.5430/jct.v13n1p159

Wang, J. (2023). Research on teaching strategies of deep learning in high school mathematics from the perspective of core literary. International Journal of New Developments in Education, 5(7). https://doi.org/10.25236/ijnde.2023.050717

Wang, Y., Ye, X., & Deng, C. (2020). Exploring mechanisms of rapid automatized naming to arithmetic skills in chinese primary schoolers. Psychology in the Schools, 57(4), 556-571. https://doi.org/10.1002/pits.22349

Yosa, N., Amir, M., & Wardana, M. (2022). Learning with coping strategies in solving multi-step arithmetic problems towards numeracy skills. Journal of Education Research and Evaluation, 6(3), 500-528. https://doi.org/10.23887/jere.v6i3.47036

Yunus, M., Abrory, M., Andrian, D., & Maclinton, D. (2022). The effectiveness of macromedia flash digital media in improving students’ mathematics reasoning. Mathematics Research and Education Journal, 6(1), 14-20. https://doi.org/10.25299/mrej.2022.vol6(1).9013

Zhang, R. (2022). Digital media teaching and effectiveness evaluation integrating big data and artificial intelligence. Computational Intelligence and Neuroscience, 2022, 1-11. https://doi.org/10.1155/2022/1217846

DOI: https://doi.org/10.35445/alishlah.v17i4.7248