The Impact of the Hand Calculator Prism Model on Fourth-Grade Students' Computational Abilities
DOI:
https://doi.org/10.56916/jirpe.v4i4.2197Keywords:
computational ability, elementary mathematics, finger-based calculation, Hand Calculator Prism, manipulative learningAbstract
Indonesian students consistently demonstrate low mathematical literacy in international assessments, with computational difficulties stemming from negative perceptions and monotonous instructional approaches. This study examined the effectiveness of the Hand Calculator Prism model—a finger-based manipulative method—in enhancing fourth-grade students' computational abilities. Employing a pre-experimental one-group pretest-posttest design, 30 fourth-grade students from SDN 1 Jamblang participated in five structured learning sessions. Data collection utilized computational ability tests, observation sheets, and Likert-scale questionnaires. Analysis involved descriptive statistics, paired sample t-tests, Cohen's d effect size, and Normalized Gain calculations. Significant improvement was observed from pretest (M = 51.27, SD = 8.91) to posttest (M = 85.53, SD = 14.24), yielding a mean gain of 34.26 points. The paired t-test confirmed statistical significance (t = -15.741, p < 0.001) with an exceptionally large effect size (d = 2.86). The N-Gain value of 0.6110 indicated medium-to-high effectiveness. Student responses demonstrated excellent engagement (87% Response, 82% Acceptance). Observational data revealed progressive improvement across implementation sessions, particularly in conceptual understanding and problem-solving activities. The Hand Calculator Prism model represents a viable, resource-accessible pedagogical approach that significantly enhances elementary students' arithmetic skills while fostering positive attitudes toward mathematics learning.
References
Afendi, A. H., Darmini, M., Sutisno, A. N., & Aziz, N. A. (2022). The application of inquiry learning models in improving the learning independence value of elementary school students. PGSD Journal, 8(1), 47–52. https://doi.org/10.32534/jps.v8i1.2956
Al Musthafa, S., & Mandailina, V. (2018). Meningkatkan kemampuan berhitung siswa sd menggunakan metode jarimatika. JCES (Journal of Character Education Society), 1(1), 30-33. https://doi.org/10.31764/jces.v1i1.71
Alemany-Arrebola, I., Ortiz-Gómez, M. D. M., Lizarte-Simón, E. J., & Mingorance-Estrada, Á. C. (2025). The attitudes towards mathematics: analysis in a multicultural context. Humanities and Social Sciences Communications, 12(1), 1-10. https://doi.org/10.1057/s41599-025-04548-x
Ayu, S., Ardianti, S. D., & Wanabuliandari, S. (2021). Analysis of factors causing mathematics learning difficulties. AXIOM: Journal of the Mathematics Education Study Program, 10(3), 1611–1625. https://doi.org/10.24127/ajpm.v10i3.3824
Bilad, M. R., Anwar, K., & Hayati, S. (2022). Nurturing prospective STEM teachers’ critical thinking skill through virtual simulation-assisted remote inquiry in Fourier transform courses. International Journal of Essential Competencies in Education, 1(1), 1-10. https://doi.org/10.36312/ijece.v1i1.728
Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. Jossey-Bass. https://eric.ed.gov/?id=ED620466
Boggan, M., Harper, S., & Whitmire, A. (2010). Using manipulatives to teach elementary mathematics. Journal of Instructional Pedagogies, 3, 1–6. https://eric.ed.gov/?id=EJ1096945
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: A case study at Ba and Tavua secondary schools. Frontiers in applied mathematics and statistics, 7, 614408. https://doi.org/10.3389/fams.2021.614408
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications.
Dinsmoor, K. (2022). Math manipulatives. In S. L. Mason (Ed.), Student-centered approaches in K-12 and higher education. EdTech Books. https://edtechbooks.org/student_centered/math_manipulatives
Echavez, A., Jr., Yncierto, C., Obiasada, R., Dayag, M., Alcazar, R., & Kilag, O. K. (2024). Advancing literacy and numeracy: Exploring trends and strategies for elementary school students. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 144–150. https://risejournals.org/index.php/imjrise/article/view/85
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://dash.harvard.edu/entities/publication/73120378-964f-6bd4-e053-0100007fdf3b
Gray, J. R. (2023). Research methods in psychology (2nd ed.). Worth Publishers.
Hake, R. R. (1999). Analyzing change/gain scores. American Educational Research Association's Division D, Measurement and Research Methodology. https://web.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf
Hidayah, I. N., Dwijanto, D., & Istiandaru, A. (2021). Math manipulatives increase student engagement through hands-on learning. Journal of Mathematics Education, 12(3), 234–248. https://www.e-iji.net/dosyalar/iji_2018_3_44.pdf
Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Information Age Publishing.
Hikamudin, E., Riyadi, A. R., Aryanti, Peniasiani, D., Nuryani, P., & Gofur, R. (2023). Improving elementary school students' understanding of literacy and numeracy through digital applications. MIMBAR PGSD Undiksha, 11(3), 445–456. https://doi.org/10.23887/jjpgsd.v11i3.64018
Hurst, C. and Linsell, C. (2020). Manipulatives and Multiplicative Thinking. European Journal of STEM Education, 5(1), 04. https://doi.org/10.20897/ejsteme/5808
Izzah, Z. N., Humairah, H., & Kharisma, A. I. (2024). Analisis Penyebab Kurangnya Kemampuan Berhitung pada Materi KPK dan FPB Siswa Kelas V SDN Canditunggal. JagoMIPA: Journal of Mathematics and Science Education, 4(1), 167–177. https://doi.org/10.53299/jagomipa.v4i1.505
Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International journal of STEM education, 6(1), 1-13. https://doi.org/10.1186/s40594-019-0197-9
Maskar, S., & Herman, T. (2024). The relation between teacher and students' mathematical mindsets to students' comprehension of mathematics concepts. Journal on Mathematics Education, 15(1), 27–54. https://eric.ed.gov/?id=EJ1413475
Maslahah, N. (2022). Model pembelajaran aktif, kreatif, efektif dan menyenangkan (PAKEM) dengan media interaktif: dampak terhadap pemahaman konsep matematis. JURNAL SILOGISME: Kajian Ilmu Matematika dan Pembelajarannya, 7(1), 29-37. https://doi.org/10.24269/silogisme.v7i1.3243
National Research Council. (2001). Adding it up: Helping children learn mathematics. National Academy Press.
Noer, R. Z., Mustopa, D., Ramly, R. A., Nursalim, M., & Arianto, F. (2023). Landasan Fılosofıs Dan Analısıs Teorı Belajar Dalam Implementası Kurıkulum Merdeka Dı Sekolah Dasar. Jurnal Elementaria Edukasia, 6(4), 1559–1569. https://doi.org/10.31949/jee.v6i4.7311
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Piaget, J. (1952). The child's conception of number. Routledge & Kegan Paul.
Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M. K. (2021). Development of numeracy and literacy skills in early childhood—A longitudinal study on the roles of home environment and familial risk for reading and math difficulties. Frontiers in Education, 6, Article 725337. https://doi.org/10.3389/feduc.2021.725337
Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. https://doi.org/10.4324/9780203883785
Sari, R. P., Ardiansyah, F., Salsabilla, S., & Hidayati, I. W. (2023). Meningkatkan Kemampuan Matematika Siswa Kelas I dengan Menggunakan Media Pembelajaran Sempoa di SDN 17/I Rantau Puri. Tsaqofah, 3(4), 603–609. https://doi.org/10.58578/tsaqofah.v3i4.1245
Wardani, M. A., Faiz, A., & Yuningsih, D. (2021). Pengembangan Media Interaktif Berbasis E-Book Melalui Pendekatan SAVI Pada Pembelajaran IPA Kelas IV Sekolah Dasar. DWIJA CENDEKIA: Journal of Pedagogical Research, 5(2), 230–241. https://doi.org/10.20961/jdc.v5i2.53734
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers. Infinity Journal, 13(1), 139-156. https://doi.org/10.22460/infinity.v13i1.p139-156
World Bank. (2024). Education overview: Development news, research, data. World Bank Group. https://www.worldbank.org/en/topic/education/overview
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Juju Jumaroh, Aiman Faiz, Arief Hidayat Afendi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
