Mathematics Learning Strategy Based on the Jarimatika Model to Improve Elementary School Students’ Arithmetic Skills
DOI:
https://doi.org/10.59944/postaxial.v4i1.2090Keywords:
learning strategy, Jarimatika model, arithmetic skills, PDCA quality management, elementary school numeracyAbstract
Mathematics learning at the elementary school level plays a strategic role in developing students’ logical, systematic thinking and numeracy skills. However, empirical conditions indicate that elementary students’ arithmetic abilities have not developed optimally. This situation is partly caused by the implementation of abstract instructional strategies that are not aligned with students’ cognitive development characteristics at the concrete operational stage. Therefore, a concrete, visual, and systematically managed instructional strategy is required. This study aims to describe and analyze the mathematics learning strategy based on the Jarimatika model in improving elementary school students’ arithmetic skills using W. Edwards Deming’s quality management framework through the PDCA (Plan–Do–Check–Act) cycle. The study employed a qualitative approach with a case study method conducted at SD Negeri Nyalindung 1, Cianjur Regency, and SD Negeri Tugu Selatan 01, Bogor Regency. Data were collected through observation, interviews, and documentation studies. Data analysis was carried out through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that: (1) the planning stage (Plan) was systematically conducted through the formulation of learning objectives oriented toward improving accuracy, speed, and conceptual understanding in arithmetic, as well as the preparation of instructional devices integrating the Jarimatika model; (2) the implementation stage (Do) was conducted actively, concretely, and participatively; (3) the evaluation stage (Check) was carried out continuously through monitoring both learning processes and outcomes; (4) the follow-up stage (Act) was implemented through reinforcement, remedial activities, and refinement of instructional strategies as a form of continuous improvement; and (5) several obstacles were identified, including differences in students’ initial abilities, variations in learning pace, limited instructional time, and the potential for procedural understanding without sufficient conceptual reinforcement. Nevertheless, the implementation of the Jarimatika-based mathematics learning strategy managed through the PDCA cycle has positively contributed to improving elementary students’ arithmetic skills and supporting the realization of systematic, high-quality, and sustainable mathematics learning.
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