Integrasi Advance Organizer dan Digital Mind Mapping untuk Kebermaknaan dan Literasi Matematika Siswa SD Integration of Advance Organizer and Digital Mind Mapping for Meaningfulness and Mathematical Literacy among SD Students
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Abstract
Mathematics instruction in elementary schools needs to help students connect procedures, concepts, prior knowledge, and real-life contexts. However, the integration of advance organizers and digital mind mapping, with attention to mathematical literacy, the meaningfulness of learning, and implementation of the instructional sequence, still requires further explanation. This article aims to analyze the potential of this integration through methodological modeling using a quasi-experimental scenario with a nonequivalent control group design. The scenario comprises two groups, each consisting of 30 synthetic observations; all statistical values are illustrative and are not derived from field measurements. The modeled analyses included descriptive statistics, t-tests, N-gain, Cohen’s d effect size, and analysis of covariance (ANCOVA). In the illustrative data, the experimental group’s mean posttest score was higher than that of the control group, at 81.02 versus 73.06. A similar pattern was shown by N-gain values of 0.619 versus 0.435 and learning meaningfulness scores of 4.36 versus 3.54. The student response score was modeled at 4.38, while implementation of the instructional sequence was modeled at 93.32%. The integration framework presented combines the functions of initial concept organization and digital mind mapping to activate prior knowledge, clarify relationships among concepts, and support problem solving. The article’s contribution lies in developing a framework for instructional integration and a design for its evaluation. The modeling results cannot be used as empirical evidence of effectiveness; implementation and testing using authentic field data are required to assess the benefits of this integration in elementary school mathematics instruction.
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